Influence of teaching method on radiographic diagnosis of root resorptions by dental students: a prospective cohort study.

Abstract

Objectives: To conduct a prospective cohort study evaluating the influence of different teaching methodologies on the radiographic diagnosis of root resorptions by undergraduate dental students.

Methods: Forty-eight undergraduate students were randomly divided into four groups (n = 12) according to the methodology applied to teach about root resorption: traditional face-to-face teaching (control), remote teaching, gamification, and case study. The first stage was to perform a pre-methodology index test to assess prior knowledge about root resorption. Then, all groups received study material on a virtual platform and one week later the teaching methodologies were applied. Twenty-four hours after each methodology application, the students performed a diagnostic test by analyzing 28 digital periapical radiographs, classifying them according to the absence or type of root resorption present (external superficial, internal inflammatory, or external cervical). After ten days, three students in each group (25%) were randomly selected and reevaluated the 28 images to calculate intra-rater agreement. All students repeated the index test 30 days after the interventions. Statistical analysis used linear regression models, Pearson's correlation, and chi-square test (p < 0.05).

Results: Gamification resulted in better student performance in the index and radiographic diagnostic tests (p < 0.001). Superficial external resorption was the most challenging to diagnose, regardless of the method, while inflammatory internal obtained a higher percentage of correct responses (p < 0.001) in the diagnostic test.

Conclusions: All methods involving student interaction demonstrated better outcomes compared to the traditional model in the diagnosis of root resorptions. Gamification resulted in the best performance and may be an effective resource in learning process.

Advancements in knowledge: Adopting gamification enhanced student performance and may be a valuable learning strategy to contribute to a more accurate diagnosis and safer clinical practice.