Impact of a diagnostic workshop on undergraduate teaching‐learning process for the diagnosis and management of tooth restorations—A randomised controlled study

Abstract

Objective:The aim of this study was to investigate the impact of a diagnostic workshop on undergraduate teaching-learning process for the diagnosis and management of tooth restorations. Methods:The first stage of the study was a randomised controlled study with two parallel groups: lecture (L) and lecture coupled with a diagnostic workshop (LW). A pool of cases of tooth restorations including secondary caries and marginal defects was used for training. Theoretical knowledge, perception about the activity and practical abilities were evaluated. The second stage of the study assessed students' theoretical knowledge retention six months following intervention. All students included in the first stage of the study were exposed to LW. Hence, a new control group of students not exposed to LW was selected. One-way analysis of variance, Fisher's exact test, Kruskal-Wallis test and multilevel regression analysis were used as part of statistical analysis. Results:The LW group had greater scores for the assignment of lesion severity and activity, presence of marginal defect and treatment indication than the L group (P < 0.05). Multilevel regression analysis showed a positive impact of the workshop diagnosis in the correct assessment of lesion activity (P = 0.03). There was no statistical difference between the LW and L groups in students' perception of the activity.The LW group showed greater knowledge retention after six months than the L group (P = 0.027). Conclusion:Lecture coupled with diagnostic workshop improved students' practical skills of diagnosis restorations and knowledge retention in the six months following intervention. K E Y W O R D Sdental caries, dental education, diagnosis, restorations, treatment | 305 SIGNORI et al.

Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students—A randomized trial

“…For both groups, there was a significant increase in the percentage of correct answers (81.60%-test group and 79.92-control group). The results showed that the class was effective in improving short-term theoretical knowledge in agreement with the findings of Signori et al 13 However, long-term knowledge retention should be evaluated in the future, as the time frame for assessing knowledge retention can span from 2 weeks to 1 year. [31][32][33] The comparison of correct answers means and the multi-level regression showed an improvement in the students' skills to diagnose ETW lesions and their different levels after the practical activity.…”

“…al, is that most of students in the classroom were invited to participate with a response rate of 96%, reducing the common selection bias in this type of pedagogical study. 12,13,39 Another limitation was the use of images instead of only extracted tooth. It was very difficult to find teeth with different BEWE scores in a sufficient number for the training and for the practical knowledge assessment.…”

“…3 Learning through theoretical classes might hinder the development of clinical skills. [11][12][13] Considering these factors, active learning methods, such as practical training involving laboratory activities that replicate real clinical scenarios, prove to be a valuable supplementary strategy for enhancing the clinical proficiency of undergraduate students. 14,15 In addition, practical training enables the interaction among students, teachers and tutors in the learning process, creating a dynamic and engaging experience.…”

Retenção De Conhecimento De Graduandos Após 1,5 Ano De Treinamento Teórico-Laboratorial Para Detecção De Cárie

“…En este sentido, la instrucción de los estudiantes para detectar correctamente las lesiones de caries no se puede descuidar y requiere así la aplicación de metodologías pedagógicas apropiadas. [11][12][13][14][15] En Brasil, la Facultad de Odontología de la Universidad de São Paulo (FOUSP) implementó en 2009, junto a la disciplina de Odontopediatría, una estrategia pedagógica innovadora dirigida a enseñar el diagnóstico de caries a estudiantes de pregrado 8, 9 . Se trata de una actividad complementar a la clase teórica (estrategia más usada) y consiste en un entrenamiento teórico-práctico, realizado en laboratorio con la mediación de tutores, donde existe la evaluación de dientes extraídos con caries y una discusión de casos clínicos.…”

“…Se trata de una actividad complementar a la clase teórica (estrategia más usada) y consiste en un entrenamiento teórico-práctico, realizado en laboratorio con la mediación de tutores, donde existe la evaluación de dientes extraídos con caries y una discusión de casos clínicos. La efectividad de esta metodología ya fue comprobada 8,10 , y otras universidades nacionales e internacionales comenzaron también a aplicarla, inclusive para la enseñanza de otros asuntos 11 . Los resultados observados de manera inmediata son bastante positivos, pero, no podemos pensar solo en la efectividad a corto plazo, ya que este tipo de esfuerzos realizados para mejorar los métodos de enseñanza en la odontología en general, exhortan una evaluación continua de las estrategias educativas aplicadas y de su impacto en el desarrollo de habilidades de los educandos, tanto como en la retención de esos conocimientos adquiridos.…”