Effects of mobile learning on writing panoramic radiograph reports: a quasi-experimental trial in dental education

Background In dentistry, the reporting of panoramic radiographs is particularly challenging, as many structures are depicted in one image and pathologies need to be identified completely. To enhance the learning process for these interpretations, the advantages of the increasingly popular education...

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Bibliographic Details
Published in:BMC medical education 2021-09, Vol.21 (1), p.1-466, Article 466
Main Authors: Bock, Anna, Elvers, Dirk, Peters, Florian, Kramer, Chris, Kniha, Kristian, Hölzle, Frank, Spreckelsen, Cord, Modabber, Ali
Format: Article
Language:English
Subjects:
Blended learning
Cellular telephones
Clinical medicine
Control Groups
Dental education
Dental radiology
Dentistry
Dentists
Education
Educational aspects
Educational Environment
Independent study
Learning Processes
M-learning
Medical students
Mobile application
Mobile applications
Mobile technology
Online instruction
Portable computers
Quasi-experimental methods
Radiology
Seminars
Software
Study and teaching
Teaching Methods
Teeth
Voice recognition
X-rays
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Summary:Background In dentistry, the reporting of panoramic radiographs is particularly challenging, as many structures are depicted in one image and pathologies need to be identified completely. To enhance the learning process for these interpretations, the advantages of the increasingly popular education method of mobile learning could be used. Therefore, this study aimed to determine the effectiveness of learning to report panoramic radiographs using an application (app) on a mobile device. Methods The existing e-learning programme 'PantoDict' was further developed into a mobile app with a new training section. Participants of a dental radiology course were divided into two groups, one of which additionally had the chance to practise reporting panoramic radiographs using the app. A test to assess the knowledge gained was conducted at the end of the semester; the course and the app were also evaluated. Results The group that used the app showed significantly better results in the test than the control group (p < 0.05). Although the app group approved a high satisfaction using the app as an additional supplement to the course, this did not result in a higher overall satisfaction with the course. Further, these students observed that the traditional face-to-face seminar could not be replaced by the app. Conclusion By using the PantoDict app, students were offered better training options for writing reports on panoramic radiographs, which resulted in significantly better test results than the results of the control group. Therefore, the mobile app is a useful supplement to classical education formats within the context of a blended learning approach. Keywords: Dental education, Dental radiology, Mobile application, M-learning, Mobile technology
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-021-02889-0