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Comparative study on interactive computer‐aided‐learning and computer‐aided‐testing in patient‐based dental training in maxillofacial surgery
Author(s) -
Eitner Stephan,
Holst Stefan,
Wichmann Manfred,
Karl Matthias,
Nkenke Emeka,
Schlegel Andreas
Publication year - 2008
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/j.1600-0579.2007.00490.x
Subject(s) - attractiveness , computer aided , oral and maxillofacial surgery , computer assisted learning , medicine , medical education , dentistry , psychology , multimedia , computer science , psychoanalysis , programming language
Aim: The objective of this comparative study was to validate, through empirical data, the use of interactive, problem‐oriented computer‐aided‐learning (CAL) and computer‐aided‐testing (CAT) in dental studies by directly comparing these methods with conventional teaching. Method: A total of 95 students from the third and fourth clinical semesters participated in an interdisciplinary seminar on oral maxillofacial implantology; 47 of these were taught using conventional teaching methods, while the remaining 48 students were taught using mobiTED, a CAL/CAT‐based interactive communication system that can be used patient‐ and problem‐oriented. An examination was given at the end of the course to evaluate student learning. A student’s interest/attentiveness, involvement, knowledge gain, and the course attractiveness and quality were evaluated with visual analogue scales (VAS) in a subjective experience protocol. Results: The study group taught using the CAL/CAT‐based interactive communication system showed statistically significant better results in the examination, with a median score of 89.2%, while the conventional teaching study group achieved a median score of 76.0%. A VAS‐based analysis of subjective experiences also revealed statistically significant differences between the two study groups. Conclusion: Use of the CAL/CAT system for interactive, problem‐oriented learning in patient‐based dental training led to increased levels of attentiveness, of student acceptance and of the perceived attractiveness of the seminar. CAL/CAT‐mediated instruction also led to increased communication, with a subsequent improvement in the qualitative and quantitative parameters of knowledge transfer and cognitive knowledge assimilation. Use of CAL/CAT also facilitated the acquisition, appraisal, and understanding of complex medical data.