Simulation & Apprehension with Digital Dentistry: Is Active Learning Really Needed?

Abstract

Students’ perspectives on teaching from a small size of fourth year dental students and Internationally Trained Dentists II candidates was examined on an experiential learning digital dentistry elective course. A questionnaire was developed and distributed to 10 dental students before and after the course. Each question was rated on a five-point Likert scale. The Wilcoxon Signed Ranks Test was used. All data analysis was conducted by Excel at the 0.05 level of significance. There was a 90% improvement that was detected in the students’ perspectives after the course. All of the students (100%) reported an improvement in knowledge with a digital scanner after the course. Although students’ perspectives demonstrated a change in almost all the participants (90%) after receiving the course, this change was not statistically significant. There was no significant difference in students’ knowledge of digital dentistry before and after receiving the course. The dental profession is rapidly changing technologically, and it seems appropriate that dental education should include digital dentistry. However, from this study it may be concluded that a suitable number of student participants are required for the elective courses.



Author Information
Les Kalman, Western University, Canada

Paper Information
Conference: IICEHawaii2021
Stream: Professional Training

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