The Use of Independent, Interactive Media for Education in Dental Morphology

Abstract

Educational researchers have argued for the addition of new technologies to enhance or replace traditional dental education modalities to more effectively engage and appeal to the new generation of dental students. Two-and three-dimensional interactive media technology is now available for implementation into curricula to teach to a next-generation paradigm. The purpose of this study was to analyze the introduction of a unique, online, totally independent learning module for dental morphology instruction, completely replacing the traditional classroom teaching of the topic, and to determine the relationship between its use and parameters depicting success in learning dental morphology. In particular, the authors hypothesized that the novice, preclinical dental student can learn dental morphology independently and eficiently this way. One-third of a 2010-11 irst-year class of dental students were given an independent, interactive media module for the instruction of dental morphology. The remaining members of the class experienced the traditional course with classroom lectures. At the end of the module, a written examination and survey were given to both groups. The major indings were that the independent, interactive media module was just as effective as the traditional classroom method for successful dissemination of foundational knowledge in dental morphology; the independent study group performed signiicantly better on the didactic examination; the online module positively engaged the students; and students preferred the interactive media module but did not regard it as a total replacement for the traditional course.Dr. Maggio is Assistant Professor and Academic Clinician,

Desenvolvimento de uma plataforma multimídia como objeto didático para compreensão dos eventos da gênese dentária

“…Dentro deste mesmo contexto outros trabalhos como o de Maggio et al 10 , Vuchkova et al 15 , Mitov et al 16 e Boynton et al 17 , perceberam a melhora na assimilação dos conteúdos quando os recursos tecnológicos eram integrados ao currículo tradicional.…”

“…Apesar da aceitação e da dinamização proporcionada pelos recursos inovadores, Maggio et al 10 observaram que os alunos não desejam a substituição total do método tradicional, optando pelo entrelaçamento dos dois modelos de ensino.…”

“…Maggio et al 10 argumentam que a adição de novas tecnologias para melhorar ou substituir as tradicionais na educação odontológica possuem modalidades que atraem e envolvem esta nova geração de alunos de maneira mais eficaz.…”

Students’ Perceptions of Dental Anatomy Course at the University of Jordan = رأي الطلاب في مادة تشريح الأسنان العملي في الجامعة الأردنية

“…Dental anatomy presents particular challenges for both students and teachers (1,5) being one of the first courses directly related to teeth and oral function. Didactic part of dental morphology in most schools is usually delivered in the traditional lecture form and students' knowledge is tested with written examinations (6) . These traditional teaching methods revealed some weak points that caused frustration for both students and faculty (1) .…”

“…Students also have two tooth identification sessions where they bring a variety of extracted teeth and identify them both individually and in groups with the help of the instructors to conclude the practical dental anatomy course. Knowledge is tested with a combination of a written examination in the form of MCQ exam, a carving and a tooth identification practical examination (6) . By the end of the course students are expected to be able to describe and draw root and crown contours, identify and differentiate each type of tooth, reproduce acceptable tooth contours, and communicate with the instructors, peers using standard terminology and sketches when appropriate.…”