Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions |
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Authors: | Beatriz de Carvalho Rocha Beatriz Salomo Porto-Alegre Rosa Thaís Santos Cerqueira Sergio Lins de-Azevedo-Vaz Gabriella Lopes de Rezende Barbosa Liana Matos Ferreira Francielle Silvestre Verner Maria Augusta Visconti |
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Institution: | 1.Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil;2.Department of Clinical Dentistry, Federal University of Espírito Santo, Vitória, ES, Brazil;3.Department of Stomatological Diagnosis, Federal University of Uberlândia, Uberlândia, MG, Brazil;4.Independent researcher, Vila Velha, ES, Brazil;5.Department of Dentistry, Federal University of Juiz deFora/GV Campus, Governador Valadares, MG, Brazil |
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Abstract: | Objectives:To evaluate four different teaching methodologies in the radiographic diagnosis of proximal carious lesions and in the students’ perception of these methodologies.Methods:71 undergraduate dental students were subdivided into 4 groups according to the teaching methodologies used (traditional, hybrid, e-learning and problem-based learning). All methods were applied by two properly trained researchers. Initially, students completed a pre-methodology test (index test). After applying the teaching methodologies, the students were submitted to a post-methodology test containing periapical radiographs for evaluation of proximal carious lesions. Then, the students answered a questionnaire to verify their perception of the different teaching methodologies. Statistical analysis was done.Results:There were no relationship between the results of pre- and post-methodologies tests, irrespective of the teaching methodology employed (p > 0.05). No differences between the teaching methodologies studied (p > 0.05) were found regarding the amount of correct answers. However, the students who participated in the active (e-learning and problem-based learning) and hybrid teaching methodology reported a positive impact in relation to their diagnostic skills at the questionnaire.Conclusions:All the tested methodologies had a similar performance; however, the traditional methodology showed less acceptance by the students when analyzed subjectively and comparatively. The results of the present study increase comprehension about teaching methodologies for radiographic diagnosis of proximal carious lesions, and there is a potential to build on the knowledge base and provide practical support for students and educators. |
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Keywords: | Active learning Dental caries Dental digital radiography Dental education Diagnosis |
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