Integrating digital technology in endodontic education: A randomized controlled trial evaluating student self-assessment and perspectives.

PURPOSE

To assess a modified use of Compare software as a resource to (1) improve students' ability to self-assess their endodontic access preparations (EAPs) and (2) students' opinions of this adjunct.

METHODS

Sixty second-year dental students were randomly assigned to two groups (n = 30). A questionnaire was developed and validated. Both groups performed two accesses on #14 acrylic teeth, one at the course's outset and another at its conclusion, and evaluated them using a traditional method of assessment, completed the self-assessment form, and answered items 1‒4 of the questionnaire. The experimental group (G2) received training and were asked to evaluate their EAPs three-dimensionally (3D), complete the self-assessment form a second time, and answer items 5‒14 of the questionnaire. Data were analyzed statistically (significance set at 5%).

RESULTS

Using the traditional method, G1 (control group) showed improvement in "size-shape," G2 in "encroachment," and both increased their "overall rate" (p < 0.05). Using the 3D method, G2 showed improvement in the "mesial extent" (p < 0.05). No difference was found between groups for self-assessment or opinions (items 1‒4) (p > 0.05). However, both had an increase in confidence from the first access to the second, and G1 participants believed they improved their ability to perform and assess EAPs (p < 0.05).

CONCLUSION

No difference was observed between the two groups when relying upon the traditional method alone. Both groups experienced an increase in confidence but only G1 believed that their ability to perform and assess EAPs improved. Notably, 96.7% of G2 believed that the 3D method should be incorporated into preclinical endodontic training.