Equivalence Study of a Dental Anatomy Computer‐Assisted Learning Program

Bogacki, Russell E.; Best, Al M.; Abbey, Louis M.

doi:10.1002/j.0022-0337.2004.68.8.tb03836.x

Cited by 53 publications

(69 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies have shown that these programs could replace traditional theoretical lectures in dental anatomy education. However, they do not replace the practice of dental carving (Bogacki et al, ; de Azevedo Rde et al, ). Haptic simulators such as MOOG Simodont ® Virtual Dental Trainer (Moog Inc., East Aurora, NY) have been successfully used in medical education but are relatively new.…”

Section: Discussionmentioning

confidence: 99%

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Azevedo

Corrêa

Torriani

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic-theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic-theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three-hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t-test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T-test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t-test. Also, scores obtained during the head and neck course were assessed and compared using t-test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377-384. © 2017 American Association of Anatomists.

show abstract

Section: Discussionmentioning

confidence: 99%

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Azevedo

Corrêa

Torriani

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Research has shown that dental schools also use dissection and prosection as a method of teaching gross anatomy (Snelling et al, ) as well as using specific dental C.A.L programs (Bogacki et al, ). There are also reports that highlight the use of models and didactic teaching methods for teaching gross anatomy to dental students (Obrez et al, ) and also the use of radiological methods (Berry and Ashman, ).…”

Section: Introductionmentioning

confidence: 99%

Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology

Olowo-Ofayoku

Moxham

2014

Clinical Anatomy

View full text Add to dashboard Cite

Marked changes are occurring within both the medical and dental curricula and new ways of teaching the basic sciences have been devised and traditional methods (e.g., dissection for gross anatomy and of bench-based animal preparations for physiology) are increasingly no longer the norm. Although there is much anecdotal evidence that students are not in favor of such changes, there is little evidence for this based on quantitative analyses of students' attitudes. Using Thurstone and Chave attitude analyses, we assessed the attitudes of first year medical and dental students at Cardiff University toward gross anatomy and physiology in terms of their perceived clinical importance. In addition, we investigated the appropriateness ("fitness for purpose") of teaching methodologies used for anatomy and physiology. The hypotheses tested recognized the possibility that medical and dental students differed in their opinions, but that they had a preference to being taught gross anatomy through the use of dissection and had no preference for physiology teaching. It was found that both medical and dental students displayed positive attitudes toward the clinical relevance of gross anatomy and that they preferred to be taught by means of dissection. Although both medical and dental students displayed positives attitudes toward the clinical relevance of physiology, this was greater for the medical students. Both medical and dental students showed a preference for being taught physiology through didactic teaching in small groups but the medical students also appreciated being taught by means of practicals. Overall, this study highlights the expectations that students have for the basic science foundation teaching within their professional training and signals a preference for being taught experientially/practically. Differences were discerned between medical and dental students that might reflect the direct association between systems physiology and pathophysiology and the application of this knowledge within the medical field in comparison to the dental field, which is heavily skillbased. Clin. Anat. 27:976-987,

show abstract

“…16,17 The use of computer assisted instruction along with traditional wax carving have also been suggested to enhance the learning capacity. 17,18 The main advantage of the computer assisted method was the possibility to repeat the technique again and again when needed. 16,17 Analysis of tooth is primary method used in human identifi cation especially in mass disaster and crime site investigation.…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitude and Practice of Tooth Morphology among the Dentists of Kathmandu

Chaulagain¹

2019

J. Nep. Prosthodon. Soc.

View full text Add to dashboard Cite

Background: Dental anatomy is taught as a basic dental subject in dental schools of Nepal. The knowledge has immense use in clinical practice in dentistry. However, few people feel that it has no use and should be removed from the dental curriculum. The objective of the study was to analyze the knowledge, attitude and practice of tooth morphology among dental practitioners in Kathmandu. Materials and Methods: A cross-sectional study was undertaken among the dental practitioners in Kathmandu using a self-administered questionnaire to collect the data. In total 300 questionnaires were distributed. The results were analysed for descriptive statistics using the Statistical Package for the Social Sciences (SPSS) 16 software. Results: A total of 249 responses from the dental practitioners were received. In total 77.9 % of participants strongly agreed that understanding tooth morphology helped in identification of primary and permanent teeth. More than 90% had positive response regarding its use in day to day clinical practice. Conclusion: The present study revealed that the dental practitioners have adequate knowledge of tooth morphology and agree on its importance in professional dental practice.

show abstract

Equivalence Study of a Dental Anatomy Computer‐Assisted Learning Program

Cited by 53 publications

References 6 publications

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology

Knowledge, Attitude and Practice of Tooth Morphology among the Dentists of Kathmandu

Contact Info

Product

Resources

About