Key Points
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A CAL programme may be as effective as traditional tutorials in some areas of dental teaching.
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Students may value personal interaction with a teacher.
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Formal evaluation of CAL programs helps in their modification and informs decisions regarding their subsequent use.
Abstract
Aim The aim of this study was to compare the effectiveness of a computer assisted learning (CAL) programme with that of traditional small group tutorials in teaching theoretical and practical aspects of periodontal pocket charting.
Method Sixty-one third year undergraduate dental students were randomized to either receive a tutorial or to work through the CAL programme. Students using the CAL programme completed questionnaires relating to previous computer experience and the ease of use of the programme. All students were assessed immediately after the intervention by means of a confidence log, a practical exercise and a further confidence log. They were assessed again three weeks later by means of a confidence log and a multiple-choice written test.
Results There were very few significant differences between groups for any of the assessments used. However, subjective comments indicated that students occasionally felt disadvantaged if they had not received a tutorial.
Conclusion CAL and traditional teaching methods are equally effective in teaching periodontal pocket charting to undergraduate dental students.
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Bissell, V., McKerlie, R., Kinane, D. et al. Teaching periodontal pocket charting to dental students: a comparison of computer assisted learning and traditional tutorials. Br Dent J 195, 333–336 (2003). https://doi.org/10.1038/sj.bdj.4810535
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DOI: https://doi.org/10.1038/sj.bdj.4810535
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