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Impact of a diagnostic workshop on undergraduate teaching‐learning process for the diagnosis and management of tooth restorations—A randomised controlled study
Author(s) -
Signori Cácia,
Oliveira Elenara F.,
Mendes Fausto M.,
Braga Mariana M.,
Opdam Niek J.M.,
Cenci Maximiliano S.
Publication year - 2019
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12431
Subject(s) - analysis of variance , dentistry , knowledge retention , test (biology) , multilevel model , medicine , perception , statistical analysis , exact test , intervention (counseling) , psychology , medical education , surgery , statistics , mathematics , paleontology , neuroscience , psychiatry , biology
Objective The aim of this study was to investigate the impact of a diagnostic workshop on undergraduate teaching‐learning process for the diagnosis and management of tooth restorations. Methods The first stage of the study was a randomised controlled study with two parallel groups: lecture (L) and lecture coupled with a diagnostic workshop (LW). A pool of cases of tooth restorations including secondary caries and marginal defects was used for training. Theoretical knowledge, perception about the activity and practical abilities were evaluated. The second stage of the study assessed students’ theoretical knowledge retention six months following intervention. All students included in the first stage of the study were exposed to LW. Hence, a new control group of students not exposed to LW was selected. One‐way analysis of variance, Fisher's exact test, Kruskal‐Wallis test and multilevel regression analysis were used as part of statistical analysis. Results The LW group had greater scores for the assignment of lesion severity and activity, presence of marginal defect and treatment indication than the L group ( P < 0.05). Multilevel regression analysis showed a positive impact of the workshop diagnosis in the correct assessment of lesion activity ( P = 0.03). There was no statistical difference between the LW and L groups in students’ perception of the activity. The LW group showed greater knowledge retention after six months than the L group ( P = 0.027). Conclusion Lecture coupled with diagnostic workshop improved students’ practical skills of diagnosis restorations and knowledge retention in the six months following intervention.