INTRODUCTION: Radiographic cephalometry is a complex area of study. The literature shows a lack of interobserver reproducibility in the definition and identification of cephalometric landmarks. The aim of this study was to test a learning virtual object (LVO) called ceph learning used in the teaching of radiographic cephalometry and to verify whether it improves performance of the landmarking process. METHODS: A total of 40 undergraduate students were divided into 2 groups. Group A was taught according to the conventional teaching method of theory and practical classes, and group B was taught with an LVO. The students' learning performance was tested by using a multiple-choice questionnaire that covered the knowledge and understanding of cephalometry and by the index of correct landmark identification. The Student t test was used to check statistical differences between the 2 groups. LVO usability was evaluated with a questionnaire based on the system usability scale. RESULTS: In the first posttest, the Student t test showed no significant differences (P >0.05). However, in the second posttest 15 days later, a decrease was observed in the scores of group A, with significant differences (P <0.05). Students approved the LVO usability aspects--effectiveness, efficiency, and satisfaction (82.45% +/- 6.78%). CONCLUSIONS:LVO was shown to be a useful and efficient tool in the learning process and might assist the learning of cephalometry.
RCT Entities:
INTRODUCTION: Radiographic cephalometry is a complex area of study. The literature shows a lack of interobserver reproducibility in the definition and identification of cephalometric landmarks. The aim of this study was to test a learning virtual object (LVO) called ceph learning used in the teaching of radiographic cephalometry and to verify whether it improves performance of the landmarking process. METHODS: A total of 40 undergraduate students were divided into 2 groups. Group A was taught according to the conventional teaching method of theory and practical classes, and group B was taught with an LVO. The students' learning performance was tested by using a multiple-choice questionnaire that covered the knowledge and understanding of cephalometry and by the index of correct landmark identification. The Student t test was used to check statistical differences between the 2 groups. LVO usability was evaluated with a questionnaire based on the system usability scale. RESULTS: In the first posttest, the Student t test showed no significant differences (P >0.05). However, in the second posttest 15 days later, a decrease was observed in the scores of group A, with significant differences (P <0.05). Students approved the LVO usability aspects--effectiveness, efficiency, and satisfaction (82.45% +/- 6.78%). CONCLUSIONS: LVO was shown to be a useful and efficient tool in the learning process and might assist the learning of cephalometry.
Authors: E L Delamare; G S Liedke; M B Vizzotto; H L D da Silveira; J L D Ribeiro; H E D Silveira Journal: Dentomaxillofac Radiol Date: 2010-10 Impact factor: 2.419