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Comparison of the learning of two notations: A pilot study
Ashfaq Akram1, Maher D Fuadfuad1, Arshad Mahmood Malik2
1International Medical School, Management & Science University, Shah Alam, Malaysia.
Summary
The study found that both the FDI and MICAP tooth notation systems demonstrated similar short-term knowledge retention among dental students after lectures. Further research is recommended to evaluate MICAP
Area of Science:
- Dental Education
- Knowledge Retention
- Anatomical Notation Systems
Background:
- Dental students require proficiency in tooth notation systems for accurate charting and communication.
- Established systems like the FDI two-digit notation are widely used.
- MICAP notation presents a novel alternative for tooth identification.
Purpose of the Study:
- To compare the short-term knowledge retention of the FDI two-digit system and the MICAP notation system.
- To evaluate the effectiveness of lecture-based instruction for both dental notation systems.
Main Methods:
- A cross-over study involving 80 undergraduate dental students.
- Separate classroom lectures were delivered for MICAP and FDI notation.
- Knowledge retention was assessed via pre-test, immediate post-test, and one-week delayed post-test.
Main Results:
- No significant difference in knowledge retention was observed between the FDI and MICAP notation systems immediately after lectures.
- Knowledge retention remained comparable between the two systems one week post-lecture.
Conclusions:
- Both FDI and MICAP notation systems exhibit similar cognitive retention in the short term.
- The study suggests MICAP notation is equally effective as FDI for immediate learning.
- Further investigation is recommended to assess the long-term retention and global applicability of MICAP notation in dental curricula.
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