Adjunctive Effect of a Serious Game Application Improves Learning of Periodontal Classification in Undergraduate Dental Education-A Randomised Educational Trial.

Utilising a web-based e-learning platform for orthodontic case analysis training: a randomised controlled trial

In orthodontic case analysis, structured clinical reasoning is required to achieve a diagnosis and establish a treatment decision. In this randomised controlled trial, a web-based training app was compared with conventional analogue case planning in undergraduate dental students. Twenty-eight undergraduate dental students from RWTH Aachen University were randomised to either a digital training group, using the web-based app Orthotrainer, or an analogue training group, performing conventional case analyses with physical models and printed diagnostic records. After a baseline knowledge and online readiness assessment, both groups completed two standardised training sessions. Following the sessions, the ease of use was assessed using the System Usability Scale and the User Experience Questionnaire. The final analogue module exam tested knowledge transfer. Additionally, 27 orthodontic educators from four university orthodontic departments were surveyed regarding analogue correction practices. Baseline orthodontic knowledge was comparable between groups (analogue: M = 13.07 ± 3.15 vs digital: M = 12.86 ± 2.41, p = 0.842). Both groups demonstrated significant performance improvement across training sessions separated by three weeks, ß = 8.31, 95% CI [2.66, 13.96], p = 0.005, without overall group differences. Exploratory subarea analyses revealed analogue superiority in extraoral assessment (b = 23.37, 95% CI [7.31, 39.42], p < 0.001), digital advantage in radiographic evaluation (b = -17.34, 95% CI [-33.40, -1.29], p = 0.002) and no difference in the model analysis. There were no differences between the groups in the final module exam. The usability assessment yielded a mean SUS score of M = 78.89 ± 14.11 for digital training (compared to the analogue training, M = 40.30 ± 11.19, p < 0.001), while students rated the UEQ for the digital version higher in the dimensions of pragmatic, hedonic quality and overall quality (all p < 0.001). Among 27 surveyed educators, analogue correction was rated time-intensive, with preference for digitalisation. The Orthotrainer web application delivered diagnostic performance equivalent to that of conventional analogue training, proving particularly effective in radiographic analysis. Higher usability and user experience ratings support its integration into routine teaching. These findings suggest that structured digital tools can support the development of diagnostic reasoning and serve as a valuable addition to traditional orthodontic education.

Using an Analog Multifunctional Model to Develop Cognitive Skills in Dental Implants

Objective To evaluate the effectiveness of the multifunctional analog model (MAM) as a teaching–learning tool for developing cognitive skills in dental implantology among undergraduate students. Materials and Methods This randomized educational trial included 115 students allocated into three groups: group A (theoretical instruction), group B (theoretical instruction plus laboratory practice), and group C (laboratory practice only). Learning was assessed using a five‐item objective questionnaire administered before and after the intervention. Students’ perceptions were evaluated through two open‐ended questions. Results The percentage of correct answers increased from 33.3% (SD 17.4) to 55.4% (SD 26.1) in group A, from 28.2% (SD 20.4) to 76.9% (SD 20.8) in group B, and from 23.8% (SD 18.2) to 77.3% (SD 17.7) in group C. Posttest performance was significantly higher in groups B and C compared with group A (p < 0.05), with no significant difference between groups B and C. Most participants (99.2%) preferred the applied methodology over traditional lectures, with integration of theory and practice identified as the most relevant aspect (31.9%). Conclusion The MAM‐based methodology was significantly more effective than theoretical instruction alone in promoting cognitive learning. The integration of theory and practice was the key factor underlying its effectiveness.

Instructional Videos Demonstrating Periodontal Instrumentation on a Typodont with Simulated Calculus.

Use of Gamification as an Active Teaching and Learning Methodology in Undergraduate Dental Education in Oral Radiology.

PURPOSE/OBJECTIVES Active learning methodologies have been increasingly adopted in dental education to promote student engagement and improve learning outcomes. Gamification has emerged as a promising strategy; however, evidence regarding its effectiveness in oral radiology education remains limited. This study aimed to evaluate the effectiveness of a gamified instructional activity, used in combination with traditional teaching, in undergraduate oral radiology courses. METHODS This mixed-methods, single-group pre-/post quasi-experimental study was conducted with 68 undergraduate dental students enrolled in Oral Radiology I and II at Pontifícia Universidade Católica de Minas Gerais. In addition, a historical control group of 64 students from the previous academic year, who received only conventional lecture-based instruction, was included for comparison. Students completed an assessment following traditional lecture-based instruction and a second assessment after participation in a gamified activity (Power Radio). Data followed a non-normal distribution; therefore, the Wilcoxon signed-rank test was used for paired comparisons within the current cohort, and the Mann-Whitney U test was used for comparisons between the current cohort and the historical control. Student perceptions of the gamified activity were collected through qualitative feedback. RESULTS Mean assessment scores increased significantly after the gamified intervention in both Oral Radiology I (from 5.6 to 8.6) and Oral Radiology II (from 4.8 to 8.1) (p < 0.0001). No statistically significant differences were observed between male and female students. Most participants (96.1%) reported that the gamified activity was an effective didactic resource and described increased motivation, engagement, and perceived learning benefits. CONCLUSIONS Gamification, when used as a complementary strategy alongside traditional instruction, was associated with improved academic performance and positive student perceptions in undergraduate oral radiology courses. These findings support the integration of structured gamified activities as a potentially beneficial approach to enhance engagement and reinforce learning in dental education.

Development and Evaluation of an Online Learning Tool for Undergraduate Education in Dental Traumatology.

AIM To develop a self-paced digital learning tool incorporating newer learning strategies for dental students to supplement existing undergraduate teaching in dental traumatology (DT). The secondary aim was to pilot the learning tool to evaluate learner experience and changes in immediate knowledge scores. MATERIALS AND METHODS An online course was designed within the EdApp platform using learning strategies, such as gamification, case-based learning and microlearning. Seven core topics were identified and course content was prepared based on contemporary scientific literature. Content included interactive cases, clinical images, short videos, formative questions and immediate feedback. Each lesson was evaluated by content experts. Final year undergraduate dental students were invited to complete the course in a pilot study. Learner experience was evaluated using platform analytics, Likert-scale confidence ratings and open-ended feedback. A single-group pre-test and post-test design was used to compare knowledge scores before and immediately after course completion. Paired t-test was used to evaluate differences between scores (α = 5%). RESULTS The module was completed by 25 students. The mean completion time was 3.5 h (range 1.5-6 h) using mobile phones, tablets and computers. Knowledge scores were significantly higher immediately after course completion compared to baseline (p < 0.001). Three students did not provide feedback but the remaining participants provided positive feedback on the course duration, content clarity, readability, sequence, quality of images and videos. There was a high level of perceived confidence following course completion. CONCLUSION A self-paced digital learning tool in dental traumatology was successfully developed and was well received by the undergraduate students. Participation was associated with significantly improved knowledge immediately after course completion. Self-paced digital learning tools can provide an effective adjunct to traditional undergraduate teaching methods in dental traumatology, but further studies are needed to evaluate longer-term knowledge retention and clinical performance.

The Impact of a Dental Technology Curriculum and a Preventive-Clinical Curriculum on the Development of Preclinical Preparation Skills

Background/Objectives: Fine motor skills are essential for procedural precision in dental education. This study evaluated preparation performance and self-assessed skills among students completing either a dental technology and materials science-based curriculum (DTMS) or a shorter prevention-oriented curriculum (PREV). Assessments were conducted before and after a shared preclinical simulation course. We hypothesized that DTMS students would perform better at baseline and that differences would diminish after the course. Methods: Students in the DTMS and PREV groups prepared a standardized practice block at the beginning and end of a 14-week shared simulation course. Preparations were evaluated for depth, form, and surface smoothness. Students also completed a self-assessment questionnaire using a five-point Likert scale. Results: Sixty-four students participated (68.8% female). At baseline, the PREV group (PREVG) achieved significantly higher overall scores (p = 0.036) and better adherence to preparation form (p = 0.011) than the DTMS group (DTMSG). Following the simulation course, the PREVG showed significant improvements in overall scores (p = 0.009), preparation form (p < 0.001), and surface smoothness (p < 0.001), accompanied by improved self-assessed preparation skills (p = 0.006). In contrast, the DTMSG showed no significant changes in overall scores or individual quality parameters (p > 0.05). Conclusions: A prevention-oriented preclinical curriculum focusing on structured dental procedures was not inferior to a more extensive materials science-based curriculum despite fewer practical exercises. Continuous practice remains essential, while reduced practical workloads may provide curricular capacity for modern interdisciplinary teaching.