Assessment of Effectiveness of Integrated Teaching in Oral Radiology among Dental Students A Comparative Study

Abstract

Background: Basic science subjects are usually taught during the first and second academic years of the Undergraduate training with minimum or no integration with the clinical subjects, thereby creating a compartmentalization within the curriculum. The students have difficulty in understanding the concepts and depend on their ability to memorize facts for diagnosing various disease conditions. Aims and Objectives: To evaluate and compare the Effectiveness of Integrated teaching on diagnostic accuracy in Oral radiology among dental students. Material and Methods: A total of 46 students were randomly divided into 2 groups – Integrated basic science group (BSG) and segregated group (SG). Learning materials included sets of intraoral periapical radiographs and lecture based classes on radiographic features of a normal tooth, periapical abscess, periapical granuloma and periapical cyst. BSG students were taught regarding the radiographic appearance and the cause for such appearance in the radiograph. SG students were only explained regarding the radiographic features of these entities. Following the discourse, two tests - Diagnostic test (multiple-choice questions) on the day of lecture, followed by a memory test (spot diagnosis and match the following) one week later - were done to assess the level of understanding among the students. Statistical analysis was done using Students's t – test. Results: BSG students outperformed both in diagnostic test and memory test when compared to SG students. Conclusions: Integrated teaching has been found to be an effective method in enhancing diagnostic accuracy in Oral radiology and also improving the ability to memorize concepts among dental students.

Keywords

• basic science; integration; oral radiology