Davy Aubeux1, Nuala Blanchflower2, Estelle Bray3, Roselyne Clouet2, Mathieu Remaud1, Zahi Badran4,5,2, Tony Prud'homme3,2, Alexis Gaudin1,5,2. 1. Department of Endodontics and Restorative Dentistry, Faculty of Dental Surgery, University of Nantes, Nantes, France. 2. Clinical Investigation Unit 11 Odontology, CHU Nantes, Nantes, France. 3. Department of Pedodontics, Faculty of Dental Surgery, University of Nantes, Nantes, France. 4. Department of Periodontology, Faculty of Dental Surgery, University of Nantes, Nantes, France. 5. Inserm, UMR 1229, Regenerative Medicine and skeleton, University of Nantes, ONIRIS, RMeS, Nantes, France.
Abstract
INTRODUCTION: The concept of escape games dedicated to dental students is a new learning experience that has not yet been extensively explored. The aim of this pilot study was to assess the impact and perceived value of an endodontic-themed escape game as assessed by fourth-year dental students. METHODS: This study was conducted at the University of … School of Dental Surgery using a cross-sectional pre- and posttest research design to assess students' changes in performance. Students in the fourth year of dental surgery study (n=18) were divided in four groups for this study. The answers to the pretest/posttest were 50 true/false questions. Moreover, a 20-question perception survey was given to all the participants after completion of the escape game. The study data were collected in May 2019. An unpaired t-test analyzed the mean differences between the groups. RESULTS: The results showed a statistically significant increase in posttest results (75.33 ±10.17% of correct answers) compared to the pretest results (67.33%±5.94 of correct answers) p<0.05. Analysis of variance revealed that this change in score was not significantly different between the four groups. The students perceived the endodontic themed escape game to be relevant. A one-sample t-test indicated that students' mean (SD) perception 4.4 (.7) was statistically significantly higher than the mean value of the evaluation scale p<0.001. The students found this educational game to be a useful experience that helped them recall/apply knowledge while promoting teamwork. CONCLUSION: Therefore, this type of game can enhance students' learning and motivation. This article is protected by copyright. All rights reserved.
INTRODUCTION: The concept of escape games dedicated to dental students is a new learning experience that has not yet been extensively explored. The aim of this pilot study was to assess the impact and perceived value of an endodontic-themed escape game as assessed by fourth-year dental students. METHODS: This study was conducted at the University of … School of Dental Surgery using a cross-sectional pre- and posttest research design to assess students' changes in performance. Students in the fourth year of dental surgery study (n=18) were divided in four groups for this study. The answers to the pretest/posttest were 50 true/false questions. Moreover, a 20-question perception survey was given to all the participants after completion of the escape game. The study data were collected in May 2019. An unpaired t-test analyzed the mean differences between the groups. RESULTS: The results showed a statistically significant increase in posttest results (75.33 ±10.17% of correct answers) compared to the pretest results (67.33%±5.94 of correct answers) p<0.05. Analysis of variance revealed that this change in score was not significantly different between the four groups. The students perceived the endodontic themed escape game to be relevant. A one-sample t-test indicated that students' mean (SD) perception 4.4 (.7) was statistically significantly higher than the mean value of the evaluation scale p<0.001. The students found this educational game to be a useful experience that helped them recall/apply knowledge while promoting teamwork. CONCLUSION: Therefore, this type of game can enhance students' learning and motivation. This article is protected by copyright. All rights reserved.