The Comparison of learning radiographic extraoral landmarks through two methods

Abstract

Objectives: The long time interval between teaching anatomy courses to students and the courses on extraoral radiographs results in forgetting the location of radiographic anatomic landmarks without any retention; therefore, it is necessary to use other educational techniques due to short duration of educational courses. To this end, the present study was undertaken to evaluate the effect of a combination of lectures and computer techniques on teaching extraoral radiographs to undergraduate dental students. Methods: In the present interventional study, dental students entering the university in the same year (referred to as one class) were divided into two groups; one group received conventional teaching and one group received combinational teaching technique. Students entering the next year were taught using the same teaching techniques. The results were compared between groups and classes. Results: Comparison of the results of the first test between the two classes showed significant differences between the two groups (P<0.001). Comparison of the results of the second test between the two classes revealed no significant differences in the conventional method (P=0.76); however, the combination technique exhibited significant differences (P=0.006). In the first test, comparison of the two techniques in the students entering the university in 2006 showed no significant differences (P=0.055); however, students entering the university in 2007 exhibited significant differences (P=0.03). In the second test, comparison of the two techniques in both classes revealed significant differences (P<0.001). Conclusion: If more time is allocated to the combination technique, learning improves even in a short time. This method can replace the conventional method to teach interpretation of extraoral radiographs after evaluation of academic level of the studies.