A randomized trial of simulation-based versus conventional training of dental student skill at interpreting spatial information in radiographs.

INTRODUCTION

A radiology simulator has been developed. We tested the simulator with students in an oral radiology program for training interpretation of spatial relations in radiographs utilizing parallax. The aim of the study was to compare learning outcome regarding interpretative skill after training in the simulator vs. after conventional training.

METHODS

Fifty-seven dental students voluntarily participated in a randomized experimental study. The participants' proficiency in interpretation of spatial information in radiographs and their visual-spatial ability was assessed. Proficiency was assessed by a test instrument designed by the authors and visual-spatial ability with the Mental Rotations Test, version A (MRT-A). Randomization to training group was based on pre-training proficiency test results. The experimental group trained in the simulator and the control group received conventional training. Training lasted for 90 minutes for both groups. Immediately after training a second proficiency test was performed.

RESULTS

The proficiency test results were significantly higher after training for the experimental group (P < or = 0.01), but not for the control group. Univariate variance analysis of difference in proficiency test score revealed a significant interaction effect (P = 0.03) between training group and MRT-A category; in the experimental group there was a stronger training effect among students with low level of MRT-A.

CONCLUSIONS

Training in the simulator improved skill in interpreting spatial information in radiographs when evaluated immediately after training. For individuals with low visual-spatial ability simulator based training seems to be more beneficial than conventional training.