Virtual learning object for developing knowledge about the diagnosis and management of molar incisor hypomineralization

Abstract

Aim To develop, apply, and evaluate a virtual learning object (VLO) for teaching undergraduate dental students and paediatric dentists to diagnose and manage molar incisor hypomineralization (MIH). Design This controlled educational intervention included 170 undergraduate dental students and 50 paediatric dentists. The student intervention group (VLOG) was trained by the VLO, the control group of students (CG) received a synchronous virtual class, and the group of paediatric dentists (PDG) was trained by the VLO. Pre‐test and post‐test data were analyzed with a mixed one‐way and Tukey’s post hoc ANOVA test (α = 0.05). The answers to the questionnaire were analyzed with the one‐way ANOVA test and Tukey's post hoc test (α = 0.05). Results The values obtained in the pre‐test were significantly lower than those obtained in the post‐test for all groups. The specialists showed a higher level of knowledge before and after the MIH training compared with the students (p < .001). Similarly, statistical differences were found in the level of knowledge, which increased after MIH training (p < .001). There were no differences between the CG and VLOG. Conclusions The level of knowledge increased in all groups after training regardless of the method used. VLOG works similar to traditional teaching approaches.

Development of undergraduate students' diagnostic accuracy for the classification of molar incisor hypomineralization

“…These data show the need to incorporate into the undergraduate curriculum theoretical and practical training to develop in the student the ability to properly classify MIH, using an index that allows it to be differentiated from other dental alterations. To achieve this goal, it is possible to combine conventional theoretical classes and pre‐clinical practice assisted by e‐learning through the use of photographs in learning platforms that offer the student an automatic and immediate feedback report identifying his diagnostic errors 8,9 …”

“…To achieve this goal, it is possible to combine conventional theoretical classes and pre-clinical practice assisted by e-learning through the use of photographs in learning platforms that offer the student an automatic and immediate feedback report identifying his diagnostic errors. 8,9 To date, studies on educational strategies and training for the development of EDDs diagnostic skills are scarce. Thus, the aim of this study was to evaluate the feasibility of an educational intervention for developing in undergraduate dental students the skills to classify the clinical feature and extent of MIH, as well as its differentiation from other EDDs by combining conventional theoretical classes and e-learning-assisted pre-clinical practices.…”

“…This type of training allows the student to be exposed to a wide variety of real clinical situations and to perform different assessments without compromising the integrity of the patients. Likewise, they can be incorporated into interactive learning platforms such as Moodle to generate individualized feedback, thus combining conventional theoretical classes and e-learning-assisted pre-clinical practices, which result in being useful to achieve better learning and generate interactive and dynamic experiences in students 8,9.…”

Use of Images and Clinical Experience to Calibrate Dental Surgeons for the Diagnosis of Molar Incisor Hypomineralization

“…In a recent study by Aguilar Gálvez et al[34], training was developed for the diagnosis and control of MIH, being analyzed among undergraduate students and pediatric dentists. The training consisted only of visual resources, unlike our study, which had a clinical stage.…”