Effects of mobile learning on writing panoramic radiograph reports: a quasi-experimental trial in dental education.
Dental education
Dental radiology
M-learning
Mobile application
Mobile technology
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
01 Sep 2021
01 Sep 2021
Historique:
received:
10
02
2021
accepted:
17
08
2021
entrez:
2
9
2021
pubmed:
3
9
2021
medline:
4
9
2021
Statut:
epublish
Résumé
In dentistry, the reporting of panoramic radiographs is particularly challenging, as many structures are depicted in one image and pathologies need to be identified completely. To enhance the learning process for these interpretations, the advantages of the increasingly popular education method of mobile learning could be used. Therefore, this study aimed to determine the effectiveness of learning to report panoramic radiographs using an application (app) on a mobile device. The existing e-learning programme 'PantoDict' was further developed into a mobile app with a new training section. Participants of a dental radiology course were divided into two groups, one of which additionally had the chance to practise reporting panoramic radiographs using the app. A test to assess the knowledge gained was conducted at the end of the semester; the course and the app were also evaluated. The group that used the app showed significantly better results in the test than the control group (p < 0.05). Although the app group approved a high satisfaction using the app as an additional supplement to the course, this did not result in a higher overall satisfaction with the course. Further, these students observed that the traditional face-to-face seminar could not be replaced by the app. By using the PantoDict app, students were offered better training options for writing reports on panoramic radiographs, which resulted in significantly better test results than the results of the control group. Therefore, the mobile app is a useful supplement to classical education formats within the context of a blended learning approach.
Sections du résumé
BACKGROUND
BACKGROUND
In dentistry, the reporting of panoramic radiographs is particularly challenging, as many structures are depicted in one image and pathologies need to be identified completely. To enhance the learning process for these interpretations, the advantages of the increasingly popular education method of mobile learning could be used. Therefore, this study aimed to determine the effectiveness of learning to report panoramic radiographs using an application (app) on a mobile device.
METHODS
METHODS
The existing e-learning programme 'PantoDict' was further developed into a mobile app with a new training section. Participants of a dental radiology course were divided into two groups, one of which additionally had the chance to practise reporting panoramic radiographs using the app. A test to assess the knowledge gained was conducted at the end of the semester; the course and the app were also evaluated.
RESULTS
RESULTS
The group that used the app showed significantly better results in the test than the control group (p < 0.05). Although the app group approved a high satisfaction using the app as an additional supplement to the course, this did not result in a higher overall satisfaction with the course. Further, these students observed that the traditional face-to-face seminar could not be replaced by the app.
CONCLUSION
CONCLUSIONS
By using the PantoDict app, students were offered better training options for writing reports on panoramic radiographs, which resulted in significantly better test results than the results of the control group. Therefore, the mobile app is a useful supplement to classical education formats within the context of a blended learning approach.
Identifiants
pubmed: 34470635
doi: 10.1186/s12909-021-02889-0
pii: 10.1186/s12909-021-02889-0
pmc: PMC8411548
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
466Informations de copyright
© 2021. The Author(s).
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