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Cone Beam Computed Tomography (CBCT) Technology and Learning Outcomes in Dental Anatomy Education: E-Learning Approach |
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| Authors: | Ana Corte-Real Tiago Nunes Catarina Caetano Pedro A Almiro |
| Institution: | 1. Disciplines of Forensic Dentistry and Dental Anatomy, Dental School, Faculty of Medicine, University of Coimbra, Coimbra, Portugal;2. Disciplines of Forensic Dentistry and Dental Anatomy, Dental School, Faculty of Medicine, University of Coimbra, Coimbra, Portugal
Contribution: Data curation (equal), Formal analysis (equal), Resources (equal);3. Disciplines of Forensic Dentistry and Dental Anatomy, Dental School, Faculty of Medicine, University of Coimbra, Coimbra, Portugal Laboratory of Forensic Dentistry, Faculty of Medicine, University of Coimbra, Coimbra, Portugal Contribution: Conceptualization (equal), Data curation (equal), ?Investigation (equal), Resources (equal), Software (equal), Writing - original draft (equal), Writing - review & editing (equal);4. Department of Psychology, Autonomous University of Lisbon, Lisbon, Portugal Contribution: Formal analysis (lead), ?Investigation (lead), Software (lead), Supervision (equal), Writing - original draft (lead), Writing - review & editing (lead) |
| Abstract: | 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 < 0.05. Furthermore, exploratory factor analysis (EFA) was used for self-reported satisfaction survey validity and reliability analysis. The learning outcomes between T1 and T2 cohorts were statistically significant, (P < 0.001) corresponding to differences with a large effect degree (r > 0.60). Students' satisfaction, as measured on a six-point Likert scale, was positively influenced by the webinar lectures supplemented with CBCT images (T2 cohort) in a learning context (4.95 ± 0.5) and future applications (5.92 ± 0.27). In conclusion, the webinar approach with CBCT images was more effective and better learning method for teaching dental anatomy. |
| Keywords: | gross anatomy education dental education dentistry e-learning forensic anatomy cone-beam computed tomography CBCT oral anatomy lymphology Covid-19 |