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Effect of Computer-Assisted Learning on Students' Dental Anatomy Waxing Performance
So Ran Kwon1, Marcela Hernández2, Derek R Blanchette2
1Dr. Kwon is Associate Professor, Department of Operative Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Hernández is Clinical Associate Professor, Department of Family Dentistry, University of Iowa College of Dentistry & Dental Clinics; Mr. Blanchette is Biostatistician, Division of Biostatistics and Research Design, University of Iowa College of Dentistry & Dental Clinics; Mr. Lam is a fourth-year dental student, University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor and Director, Division of Maxillofacial Prosthodontics, Hospital Dentistry Institute, University of Iowa Hospitals & Clinics; and Dr. Aquilino is Professor Emeritus, Department of Prosthodontics, University of Iowa College of Dentistry & Dental Clinics. soran-kwon@uiowa.edu.
Abstract:
The aim of this study was to evaluate the impact of computer-assisted learning on first-year dental students' waxing abilities and self-evaluation skills. Additionally, this study sought to determine how well digital evaluation software performed compared to faculty grading with respect to students' technical scores on a practical competency examination. First-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=19). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Five outcomes were measured: visual assessment score, self-evaluation score, and digital assessment scores at 0.25 mm, 0.30 mm, and 0.35 mm tolerance. The scores from visual assessment and self-evaluation were examined for differences among groups using the Kruskal-Wallis test. Correlation between the visual assessment and digital scores was measured using Pearson and Spearman rank correlation coefficients. At completion of the course, students were asked to complete a survey on the use of these digital technologies. All 79 students in the first-year class participated in the study, for a 100% response rate. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). Analysis of survey responses completed by students in the technology groups showed that profiles for the two groups were similar and not favorable towards digital technology. The study concluded that technology-assisted training did not affect these students' waxing performance or self-evaluation skills and that visual scores given by faculty and digital assessment scores correlated moderately.
