Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students

Abstract

BackgroundThe aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants—38 dental students and 38 pediatric dentistry students—in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course.ResultsA single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975–0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001).ConclusionsThe e-learning strategy has the potential of improving students’ knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

ART is an alternative for restoring occlusoproximal cavities in primary teeth – evidence from an updated systematic review and meta‐analysis

“…This could affect the effectiveness of this treatment option, as well as the survival of the technique in the clinical trials. Some alternatives could be used to solve this question, for instance an e‐learning strategy to teach ART to both undergraduate and graduate students, resulting in an improvement in dentists’ knowledge.…”

“…ART is a patient friendly treatment, and it is shown to be more cost‐effective compared to conventional treatment in elderly adults. The use of new technologies, such as e‐learning, enables knowledge, specifically the correct technique of ART, to reach the most distant communities so that it may be used in oral health promotion.…”

Evaluation of nurses’ learning in an online course about venous leg ulcer

“…According to the andragogic model, the lived experiences help in the process of learning is that adults learn more in the context of real life, being motivated to learn to solve problems 10,17 . As people mature, they become independent, accumulate life experiences that justify their learning, direct their interests to the development of skills, wait for the practical application of what they learn and learn to solve problems and challenges 10 .…”

A Virtual 3D Dynamic Model of Caries Lesion Progression as a Learning Object for Caries Detection Training and Teaching: Video Development Study

“…This project represents an improvement in educational infographics, as it may facilitate and accelerate understanding related to a specific matter [20]. The Virtual Man Project Laboratory at the University of Sao Paulo had previously developed some dentistry-related content, such as tooth extraction and mandibular nerve anesthesia [24] and atraumatic restorative treatment [25]. This learning object represents the continuous production of learning tools in the area of dentistry, specifically cariology.…”