Effect of an endodontic e-learning application on students’ performance during their first root canal treatment on real patients: a pilot study

Abstract

Background E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students’ first root canal treatment on real patients. With the COVID-19 outbreak, the application’s performance was investigated during the pandemic. Methods A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students’ first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal–Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students’ perceptions of how the pandemic affected their endodontic education. Results The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. Conclusion The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students’ and lecturers’ concerns that endodontic education is suffering because of the pandemic may be eased.

Effectiveness of E‐learning on clinical application of dental injection anatomy via simulation manikins

“…Furthermore, subjects provided positive feedback related to the interactivity and accessibility of the e‐module. There was an overall preference for in‐person learning with e‐modules as supplemental resources, which aligns with previous literature emphasizing student desire for blended learning 1,10,17 …”

“…Furthermore, the subjects in this study completed a self‐assessment behavioral questionnaire 6 months post‐intervention which suggested improved radiographic positioning skills and image interpretation; however, the self‐reporting may offer biased estimations. Another study by Färber et al., (2022) reported similar findings as e‐learning proved to be educationally effective for dental students attempting their first root canal treatments 10 . In this study, students who had access to an endodontic e‐learning application scored significantly higher than control students on their treatment performance evaluation for their first root canal treatment on live patients.…”

“…Another study by Färber et al, (2022) reported similar findings as e-learning proved to be educationally effective for dental students attempting their first root canal treatments. 10 In this study, students who had access to an endodontic e-learning application scored significantly higher than control students on their treatment performance evaluation for their first root canal treatment on live patients. While these findings suggest positive gains in clinical skill via e-learning, the study design had major limitations including lack of randomization (the cohorts were different classes over successive years), no parallel performances of control versus intervention, and the usage of the e-learning tool as a supplement was not tracked so the true impact of this tool cannot be evaluated.…”

“…There was an overall preference for in-person learning with e-modules as supplemental resources, which aligns with previous literature emphasizing student desire for blended learning. 1,10,17 To evaluate Kirkpatrick's level three in the present study, we employed oral anesthesia manikins to provide objective feedback on subjects' success. Using three calibrated scorers, who simply observed without demonstrating or guiding subjects, all subjects were evaluated first on their ability to correctly approach injections at each of the three sites.…”

Effectiveness of e-learning to promote oral health education: A systematic review and meta-analysis

“…[24] The involvement of education using e-learning has been reported in the past several years. [25][26][27] However, little is known about the effectiveness of e-learning education methods in comparison with those of conventional education, such as pamphlets, DVDs, and booklets, for oral health promotion, oral health knowledge, attitude, and practice (oral health KAP). To assess the effectiveness of e-learning is particularly significant for the need to help people who face difficulty going to the hospital by themselves or who live in less populated areas far from the hospital to improve their daily health because education using e-learning can be received anytime and anywhere.…”