Cone Beam Computed Tomography (CBCT) Technology and Learning Outcomes in Dental Anatomy Education: E‐Learning Approach

E‐learning is an educational method that improves knowledge innovation by sharing relevant images for advanced learning, especially in a pandemic state. Furthermore, cone‐beam computed tomography (CBCT) is a method that gathers medical or dental diagnostic images. This study aimed to analyze the eff...

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Bibliographic Details
Published in:Anatomical sciences education 2021-11, Vol.14 (6), p.711-720
Main Authors: Corte‐Real, Ana, Nunes, Tiago, Caetano, Catarina, Almiro, Pedro A.
Format: Article
Language:English
Subjects:
Anatomy
Anxiety
CBCT
cone‐beam computed tomography
COVID-19
dental education
Dentistry
Educational Methods
Educational objectives
Electronic Learning
e‐learning
Factor Analysis
Foreign Countries
forensic anatomy
gross anatomy education
Instructional Effectiveness
Lecture Method
Likert Scales
lymphology
Medical Education
oral anatomy
Outcomes of Education
Pandemics
Public speaking
Student Satisfaction
Students
Teaching Methods
Undergraduate Students
Visual Aids
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Summary:E‐learning is an educational method that improves knowledge innovation by sharing relevant images for advanced learning, especially in a pandemic state. Furthermore, cone‐beam computed tomography (CBCT) is a method that gathers medical or dental diagnostic images. This study aimed to analyze the effectiveness of dental anatomy education through a CBCT technology tool, through teachers' and students' perspectives, adjusted according to the disruptions caused by the Covid‐19 pandemic. A cohort study and longitudinal exploratory analysis were performed. Forty undergraduate first‐year dental students, from the University of Coimbra in Portugal, were selected as per the inclusion and exclusion criteria. Two different teaching methods were applied during an identical time‐period: face‐to‐face lectures complemented by physical models (T1 cohort) and webinar lectures complemented by CBCT images (T2 cohort). Learning outcomes were then studied according to theoretical and spatial orientation contexts. A self‐reported survey that focused on students' satisfaction, stress, and support was studied. Both teaching methods were analyzed with paired sample student's t‐test and Pearson Correlation Confidence intervals 95% with P 
ISSN:1935-9772
1935-9780
DOI:10.1002/ase.2066