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Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma
Renata Matos Lamenha-Lins1, Daniela Maria de Carvelho Pugliesi1, Fernando José Camello de Lima2
1Dental School, Federal University of Alagoas, Maceio, Brazil.
Summary
Mobile learning (m-learning) and traditional lectures equally improved dental students' knowledge of primary teeth trauma. All teaching methods showed significant gains in diagnosis and treatment understanding.
Area of Science:
- Dental education
- Medical informatics
Background:
- Mobile learning (m-learning) is increasingly recognized for enhancing health sciences education.
- Evidence suggests m-learning can significantly improve knowledge acquisition among students and professionals.
Purpose of the Study:
- To compare the efficacy of traditional lectures, m-learning, and a blended approach in improving dental students' knowledge of dental trauma in primary dentition.
Main Methods:
- An action research study involved 36 undergraduate dental students.
- Participants were divided into three groups: traditional lecture (TC), mobile application (APP), and combined (TC-APP).
- Knowledge was assessed via pre- and post-tests using clinical case questionnaires.
Main Results:
- All groups demonstrated statistically significant improvements in both diagnosis and treatment knowledge (p < .005).
- No significant differences in knowledge improvement were found between the TC, APP, and TC-APP groups for diagnosis (p = .159) or treatment (p = .206).
Conclusions:
- Traditional lectures, m-learning, and blended methods yield comparable knowledge improvements in dental students regarding primary teeth trauma.
- All evaluated teaching strategies are effective for enhancing understanding of dental trauma in primary dentition.
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