Identifying misconceptions about oral radiology and medicine among dental students

Assessment of effectiveness of integrated teaching in oral radiology among dental students: A comparative study

Amrita Journal of Medicine ◽

10.4103/amjm.amjm_2_20 ◽

2020 ◽

Vol 16 (1) ◽

pp. 23

Author(s):

Beena Varma ◽

AaryaH Nair ◽

Renju Jose ◽

MS Aravind ◽

NitinAnand Krishnan

Keyword(s):

Comparative Study ◽

Dental Students ◽

Oral Radiology

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Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students

European Journal Of Dental Education ◽

10.1111/j.1600-0579.2011.00680.x ◽

2011 ◽

Vol 16 (1) ◽

pp. e88-e95 ◽

Cited By ~ 51

Author(s):

A. Kavadella ◽

K. Tsiklakis ◽

G. Vougiouklakis ◽

A. Lionarakis

Keyword(s):

Blended Learning ◽

Dental Students ◽

Oral Radiology

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Student Response to a Blended Radiology Course: A Multi-Year Study in Dental Education

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2020.3.8263 ◽

2020 ◽

Vol 11 (3) ◽

Author(s):

Camila Pacheco-Pereira ◽

Anthea Senior ◽

Sharon Sharon Compton ◽

Luiz Francisco Vargas-Madriz ◽

Luis Fernando Marin ◽

...

Keyword(s):

Blended Learning ◽

Student Satisfaction ◽

Dental Education ◽

Dental Students ◽

Student Response ◽

Oral Radiology ◽

Dental Radiographs ◽

21St Century Learners ◽

Course Format ◽

Students Satisfaction

Universities around the world are increasingly moving towards blended learning models to engage their 21st century learners (Alammary et al., 2014; Brenard et al., 2014; Tandoh et al., 2014). However, students’ engagement and satisfaction with blended learning in dental education remain understudied. To address this gap, this study examines the effects of a blended learning approach on students’ satisfaction and engagement within dental hygiene and dentistry oral radiology courses. Thirty-five students participated in a survey designed to measure two main constructs: student engagement (per Fredericks et al., 2005) and student satisfaction (per Owston et al., 2013) with the addition of one student providing interview data on each of these constructs. It was found that students were generally satisfied (67%) with the blended learning course format with 65% of students expressing a preference for the blended format. This finding was complemented by students’ also expressing that they were emotionally engaged (70% engagement score), cognitively engaged (69% engagement score), and behaviourally engaged (61% engagement score). These findings suggest that blended learning may be of benefit to the engagement and satisfaction of dental students’ learning the interpretation of dental radiographs.

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Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis

BioMed Research International ◽

10.1155/2021/9630285 ◽

2021 ◽

Vol 2021 ◽

pp. 1-19

Author(s):

Alexander Maniangat Luke ◽

Simy Mathew ◽

Sam Thomas Kuriadom ◽

Jeny Mary George ◽

Mohmed Isaqali Karobari ◽

...

Keyword(s):

Meta Analysis ◽

Problem Based Learning ◽

Dental Students ◽

Controlled Trials ◽

Cochrane Central Register ◽

Traditional Teaching ◽

Satisfaction Level ◽

Oral Radiology ◽

Radiographic Interpretation

Problem-based learning is an experiential and student-centred learning method to practice important skills like querying, critical thinking, and collaboration through pair and group work. The study is aimed at comparing the effectiveness of problem-based learning (PBL) and traditional teaching (TT) methods in improving acquisition of radiographic interpretation skills among dental students. Clinical trials (randomized and nonrandomized) were conducted with the help of dental students studying oral radiology using PBL and TT methods and assessing radiographic interpretation skills, knowledge scores, and satisfaction level as outcomes. Articles published from PubMed/MEDLINE, DOAJ, Cochrane Central Register of Controlled Trials, and Web of Science were searched. The quality of the studies was evaluated using the Cochrane Collaboration Tool, the MINORS Checklist, and the Risk of Bias in Nonrandomized Studies of Interventions (ROBIN-I) tool. Meta-analysis was done using Review Manager 5.3. There were twenty-four articles for qualitative synthesis and 13 for meta-analysis. The cumulative mean difference was found to be 0.54 (0.18, 0.90), 4.15 (-0.35, 8.65), and -0.14 (-0.36, 0.08) for radiographic interpretation skills, knowledge scores, and satisfaction level, respectively, showing significant difference favouring PBL as compared to TT except for satisfaction level which favoured the TT group. To understand the long-term effectiveness of PBL over TT methods in oral radiology among dental students, well-designed long-term randomized controlled trials are needed.

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Attitude of brazilian dentists and dental students regarding the future role of artificial intelligence in oral radiology: a multi-center survey

Dentomaxillofacial Radiology ◽

10.1259/dmfr.20200461 ◽

2020 ◽

pp. 20200461

Author(s):

Ruben Pauwels ◽

Yumi Chokyu Del Rey

Keyword(s):

Artificial Intelligence ◽

Dental Students ◽

Oral Radiology ◽

Basic Principles ◽

Future Role ◽

Introductory Lecture ◽

The Future ◽

The Impact ◽

Strong Agreement

Objectives: The aim of this study was to assess the attitude of dentists and dental students in Brazil regarding the impact of artificial intelligence (AI) in oral radiology, and to evaluate the effect of an introductory AI lecture on their attitude. Methods: A questionnaire was prepared, comprising statements regarding the future role of AI in oral radiology and dentistry. A lecture of approx. 1 h was prepared, comprising the basic principles of AI and a non-exhaustive overview of AI research in medicine and dentistry. Participants filled in the questionnaire prior to the lecture. After the lecture, the questionnaire was repeated. Results: Throughout seven sessions at six locations, 293 questionnaires were collected. The majority of participants were undergraduate dental students (57%). Prior to the lecture, there was a strong agreement regarding the various future roles and expected impact of AI in oral radiology. Approximately one third of participants was concerned about AI. After the lecture, agreement regarding the different roles of AI in oral radiology increased, overall excitement regarding AI increased, and concerns regarding the potential replacement of oral radiologists decreased. Conclusions: A generally positive attitude towards AI was found; an introductory lecture was beneficial towards this attitude and alleviated concerns regarding the effect of AI on the oral radiology profession. Given the unprecedented, on-going revolution of AI-augmented radiology, it is pivotal to incorporate AI topics in dental training curricula.

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