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Evaluation of computer-aided learning in orthodontics.

Harold Rosenberg¹, James Posluns², Howard C Tenenbaum³

¹Orthodontic resident, Faculty of Dentistry, University of Toronto, Toronto, Ontario, Canada.

American Journal of Orthodontics and Dentofacial Orthopedics : Official Publication of the American Association of Orthodontists, Its Constituent Societies, and the American Board of Orthodontics

|October 5, 2010

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Computer-aided learning (CAL) in orthodontics shows weak correlation between test scores and student perception. Male students preferred self-instruction, but CAL tutorials should supplement traditional lectures.

Area of Science:

Orthodontics
Dental Education
Educational Technology

Background:

Computer-aided learning (CAL) in orthodontics has demonstrated various outcomes.
No prior studies have correlated objective and subjective measures of CAL effectiveness.

Purpose of the Study:

To correlate objective and subjective outcomes of computer-aided learning (CAL) in orthodontics.
To assess student perceptions of the orthodontic diagnosis electronic tutorial (ODET) and CAL.

Main Methods:

Administered a written test on the ODET to 92 dental students for objective assessment.
Used a 12-statement questionnaire to gather subjective student perceptions of the ODET and CAL.

Main Results:

Women scored higher on lecture tests than men (72.46% vs. 67.08%), but no sex difference was found for ODET test scores (P=0.52).

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Male students showed a preference for self-instruction over female students (P=0.05).

A weak positive correlation (r=0.243) was found between ODET test scores and self-reported time spent reviewing the tutorial.

Conclusions:

No significant difference in ODET performance between male and female students, potentially due to male preference for self-instruction.
Increased time spent on the ODET correlated with improved test performance.
Students perceive CAL tutorials as supplementary to, not replacements for, traditional lectures.