Introduction and evaluation of computer-assisted education in an undergraduate dental hygiene course

• Published in: International journal of dental hygiene 2012-02, Vol.10 (1), p.61-66
• Main Authors: Yoshida, N, Aso, T, Asaga, T, Okawa, Y, Sakamaki, H, Masumoto, T, Matsui, K, Kinoshita, A
• Format: Article
• Language: English
• Subjects: Adult; Biological and medical sciences; CAI; Clinical Competence; College students; Computer assisted instruction; Computer Simulation; computer-assisted education; Computer-Assisted Instruction - methods; dental hygiene education; Dental Hygienists - education; Dental Prophylaxis - methods; Dental schools; Dentistry; Education, Dental - methods; educational systems; Epidemiology. Vaccinations; Facial bones, jaws, teeth, parodontium: diseases, semeiology; Female; General aspects; Health education; Humans; Infectious diseases; Japan; Medical sciences; Non tumoral diseases; Oral hygiene; Otorhinolaryngology. Stomatology; Program Evaluation; Young Adult
• ISSN: 1601-5029; 1601-5037
• DOI: 10.1111/j.1601-5037.2011.00528.x

To cite this article: 
 Int J Dent Hygiene 10, 2012; 61–66 
DOI: 10.1111/j.1601‐5037.2011.00528.x 
Yoshida N, Aso T, Asaga T, Okawa Y, Sakamaki H, Masumoto T, Matsui, K, Kinoshita A. Introduction and evaluation of computer‐assisted education in an undergraduate dental hygiene :  Objective:  This paper introduced newly developed computer‐assisted learning materials and reports of a survey of junior college dental hygiene students who have used them. Methods:  We authored new educational material to promote students’ basic dental hygiene practice skills using a simulation software generator. A set of five developed materials were tested by 43 female second‐year dental hygiene students during the second semester at a college in Chiba, Japan. The evaluation was conducted in the form of a questionnaire including open‐ended questions. Students’ opinions were analysed using characteristic diagrams, a troubleshooting tool that can be used to visually illustrate the causes and effects of a problem. Result:  The overall results of the evaluation were positive. The students were given five sets of simulation learning materials (SLMs). Eighty‐three percent of the students felt that they could carry out independent study of clinical practice better after the virtual practice. Ninety‐three percent of them felt that the exercises should be continued in the future, and eighty‐eight percent of them felt that this virtual practice deepened their interest in other classes and training sessions. All of the students found the virtual practice beneficial for their learning. Discussion:  The present results suggest that the students became conscious of their lack of knowledge through SLMs. These findings indicate that SLMs for practicing basic clinical procedures is beneficial.