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Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions.
Rocha, Beatriz de Carvalho; Rosa, Beatriz Salomão Porto-Alegre; Cerqueira, Thaís Santos; de-Azevedo-Vaz, Sergio Lins; Barbosa, Gabriella Lopes de Rezende; Ferreira, Liana Matos; Verner, Francielle Silvestre; Visconti, Maria Augusta.
Afiliação
  • Rocha BC; Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil.
  • Rosa BSP; Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil.
  • Cerqueira TS; Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil.
  • de-Azevedo-Vaz SL; Department of Clinical Dentistry, Federal University of Espírito Santo, Vitória, ES, Brazil.
  • Barbosa GLR; Department of Stomatological Diagnosis, Federal University of Uberlândia, Uberlândia, MG, Brazil.
  • Ferreira LM; Independent researcher, Vila Velha, ES, Brazil.
  • Verner FS; Department of Dentistry, Federal University of Juiz deFora/GV Campus, Governador Valadares, MG, Brazil.
  • Visconti MA; Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil.
Dentomaxillofac Radiol ; 50(4): 20200295, 2021 May 01.
Article em En | MEDLINE | ID: mdl-33141626
OBJECTIVES: To evaluate four different teaching methodologies in the radiographic diagnosis of proximal carious lesions and in the students' perception of these methodologies. METHODS: 71 undergraduate dental students were subdivided into 4 groups according to the teaching methodologies used (traditional, hybrid, e-learning and problem-based learning). All methods were applied by two properly trained researchers. Initially, students completed a pre-methodology test (index test). After applying the teaching methodologies, the students were submitted to a post-methodology test containing periapical radiographs for evaluation of proximal carious lesions. Then, the students answered a questionnaire to verify their perception of the different teaching methodologies. Statistical analysis was done. RESULTS: There were no relationship between the results of pre- and post-methodologies tests, irrespective of the teaching methodology employed (p > 0.05). No differences between the teaching methodologies studied (p > 0.05) were found regarding the amount of correct answers. However, the students who participated in the active (e-learning and problem-based learning) and hybrid teaching methodology reported a positive impact in relation to their diagnostic skills at the questionnaire. CONCLUSIONS: All the tested methodologies had a similar performance; however, the traditional methodology showed less acceptance by the students when analyzed subjectively and comparatively. The results of the present study increase comprehension about teaching methodologies for radiographic diagnosis of proximal carious lesions, and there is a potential to build on the knowledge base and provide practical support for students and educators.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Cárie Dentária / Educação em Odontologia Tipo de estudo: Diagnostic_studies Limite: Humans Idioma: En Revista: Dentomaxillofac Radiol Ano de publicação: 2021 Tipo de documento: Article País de afiliação: Brasil País de publicação: Reino Unido
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Cárie Dentária / Educação em Odontologia Tipo de estudo: Diagnostic_studies Limite: Humans Idioma: En Revista: Dentomaxillofac Radiol Ano de publicação: 2021 Tipo de documento: Article País de afiliação: Brasil País de publicação: Reino Unido