AIM: The objective of this comparative study was to validate, through empirical data, the use of interactive, problem-oriented computer-aided-learning (CAL) and computer-aided-testing (CAT) in dental studies by directly comparing these methods with conventional teaching. METHOD: A total of 95 students from the third and fourth clinical semesters participated in an interdisciplinary seminar on oral maxillofacial implantology; 47 of these were taught using conventional teaching methods, while the remaining 48 students were taught using mobiTED, a CAL/CAT-based interactive communication system that can be used patient- and problem-oriented. An examination was given at the end of the course to evaluate student learning. A student's interest/attentiveness, involvement, knowledge gain, and the course attractiveness and quality were evaluated with visual analogue scales (VAS) in a subjective experience protocol. RESULTS: The study group taught using the CAL/CAT-based interactive communication system showed statistically significant better results in the examination, with a median score of 89.2%, while the conventional teaching study group achieved a median score of 76.0%. A VAS-based analysis of subjective experiences also revealed statistically significant differences between the two study groups. CONCLUSION: Use of the CAL/CAT system for interactive, problem-oriented learning in patient-based dental training led to increased levels of attentiveness, of student acceptance and of the perceived attractiveness of the seminar. CAL/CAT-mediated instruction also led to increased communication, with a subsequent improvement in the qualitative and quantitative parameters of knowledge transfer and cognitive knowledge assimilation. Use of CAL/CAT also facilitated the acquisition, appraisal, and understanding of complex medical data.
AIM: The objective of this comparative study was to validate, through empirical data, the use of interactive, problem-oriented computer-aided-learning (CAL) and computer-aided-testing (CAT) in dental studies by directly comparing these methods with conventional teaching. METHOD: A total of 95 students from the third and fourth clinical semesters participated in an interdisciplinary seminar on oral maxillofacial implantology; 47 of these were taught using conventional teaching methods, while the remaining 48 students were taught using mobiTED, a CAL/CAT-based interactive communication system that can be used patient- and problem-oriented. An examination was given at the end of the course to evaluate student learning. A student's interest/attentiveness, involvement, knowledge gain, and the course attractiveness and quality were evaluated with visual analogue scales (VAS) in a subjective experience protocol. RESULTS: The study group taught using the CAL/CAT-based interactive communication system showed statistically significant better results in the examination, with a median score of 89.2%, while the conventional teaching study group achieved a median score of 76.0%. A VAS-based analysis of subjective experiences also revealed statistically significant differences between the two study groups. CONCLUSION: Use of the CAL/CAT system for interactive, problem-oriented learning in patient-based dental training led to increased levels of attentiveness, of student acceptance and of the perceived attractiveness of the seminar. CAL/CAT-mediated instruction also led to increased communication, with a subsequent improvement in the qualitative and quantitative parameters of knowledge transfer and cognitive knowledge assimilation. Use of CAL/CAT also facilitated the acquisition, appraisal, and understanding of complex medical data.