Efectividad del B-learning como Metodología de Enseñanza-Aprendizaje de Radiología Oral en 6 ° año de la Carrera de Odontología de la Universidad de los Andes, Chile

RESUMEN: Se realizó una innovación metodológica en el proceso de enseñanza-aprendizaje de radiología oral en la carrera de Odontología de la Universidad de los Andes. Se implementó un curso Radiología Oral con la modalidad b-learning en el 6° año 2018, basado en la plataforma Moodle. Esta intervención no constituía un cambio curricular, sino que solo metodológico. Se evaluó si el b-learning era una metodología efectiva para el proceso de enseñanza-aprendizaje en el curso de radiología oral de 6° año de Odontología de la Universidad de los Andes, Chile. Se compararon las calificaciones obtenidas en una prueba sumativa final por el grupo de estudio (b-learning) respecto de las obtenidas por el grupo control (metodología tradicional aplicada los 5 años anteriores). Se valoró la percepción de los estudiantes, respecto de la metodología b-learning, para lo cual se aplicó una encuesta que consideraba 4 variables: comprensión, tiempo ocupado, motivación y rol moderador del profesor. Los alumnos con modalidad b-learning obtuvieron notas significativamente más altas que los alumnos que siguieron el mismo curso con modalidad presencial. Los estudiantes que trabajaron con modalidad b-learning se declararon satisfechos con el enfoque b-learning para aprender radiología oral en 6 ° año de Odontología de la Universidad de los Andes. El 95,5 % señaló que esta metodología motiva su aprendizaje y el 100 % la recomendaría a un compañero. El 97,7 % de los alumnos indicó que la metodología b-learning les permitía contar con la ayuda oportuna del profesor y el 95,5 % que el actuar del profesor facilitó su aprendizaje. El b-learning es una metodología efectiva para el proceso de enseñanza-aprendizaje en el curso de radiología oral. Los alumnos con modalidad b-learning obtuvieron notas significativamente más altas que los alumnos que siguieron el mismo curso con modalidad presencial. Los estudiantes se declaran satisfechos con el enfoque b-learning.

ABSTRACT: A methodological innovation is carried out in the teaching-learning process of oral radiology in the Dentistry career of the Universidad de los Andes, an Oral Radiology course was implemented with the b-learning modality in the 6th year 2018, based on on the Moodle platform. This intervention does not constitute a curricular change, but only a methodological one. It was evaluated whether b-learning is an effective methodology for the teaching-learning process in the oral radiology course of the 6th year of Dentistry at the Universidad de los Andes. The scores obtained in a final summative test by the study group (b-learning) were compared with those obtained by the control group (traditional methodology applied the previous 5 years). The perception of the students regarding the b-learning methodology was assessed, for which a survey was applied that considers 4 variables: comprehension, time occupied, motivation and the moderating role of the teacher. The students with the b-learning modality obtained significantly higher grades than the students who followed the same course with the face-to-face modality. The students who worked with the b-learning modality declared themselves satisfied with the b-learning approach to learn oral radiology in the 6th year of Dentistry at the Universidad de los Andes. 95.5% indicated that this methodology motivates their learning and 100% would recommend it to a colleague. 97.7% of the students indicated that the b-learning methodology allows them to have timely help from the teacher and 95.5% that the teacher's actions facilitated their learning. B-learning is an effective methodology for the teaching-learning process in the oral radiology course. The students with the b-learning modality obtained significantly higher grades than the students who followed the same course with the face-to-face modality. The students declare themselves satisfied with the b-learning approach.

Research progress on artificial intelligence in imaging diagnosis of oral diseases / 口腔疾病防治

@#In recent years, the application of artificial intelligence (AI) in the medical field, especially in dental imaging diagnosis, has developed rapidly. This review introduces research on AI in detail from the aspects of identifying caries, periapical lesions, vertical root fracture, periodontitis, maxillary supernumerary teeth and impacted mandibular third molars, oral and maxillofacial cystic lesions and temporomandibular joint disorders. Studies have shown that the diagnostic accuracy of AI in the abovementioned oral diseases is equivalent to or even better than that of dentists, indicating that AI has potential in oral disease diagnosis. However, AI models are limited by manual annotation accuracy, poor interpretability, weak generalization ability and difficulty in incremental learning. Future investigations should focus on the development and training of algorithms to improve AI accuracy in oral disease diagnosis.

Standardized training system for oral and maxillofacial radiology specialist in the United States / 中华口腔医学杂志

Oral and maxillofacial radiology (OMR) in the United States is one of the nine dental specialties recognized by the American Dental Association (ADA). It has a nearly 100-year history of development and has also established a complete set of specialist training system. Staffing, base facilities, financial status, timing of training courses, contents, plans, and goals to be achieved are all clearly defined. All training centers need to undergo regular assessments every seven years with the ADA's Commission on Dental Accreditation (CODA). After graduation, the specialist graduates can be engaged in the clinical teaching and scientific research of radiological diagnosis in universities or general hospitals. They also have the option to open their own business by setting up imaging diagnostic centers or being specialized in tele-radiology to provide imaging diagnosis or consultation report to clinicians in other disciplines, or even assisting in the development of treatment planning for dental implants and orthodontic procedures. Of course, stomatology and OMR education systems are different in China and the United States due to different national conditions. Although the experience in the United States cannot be completely copied, many concepts, standards and goals of OMR specialty training there have been practiced and improved for a long period of time and are worth learning by the Chinese OMR counterparts or relevant agencies.

Education of Oral and Maxillofacial Radiology in South Korea / 대한구강악안면방사선학회지

Although x-ray had been used in Dental Clinic and taught as Roentgenology as a part of other lectures, the independent lecture was established at Seoul National University in 1953. The first independent Department was separated from the Department of Oral Surgery at Seoul National University in 1963. Nowadays, there are 6 national and 5 private dental schools in South Korea. Each dental school has a Department of Oral and Maxillofacial Radiology, which fulfills its role in student education and clinical service. What is specially noteworthy is that 8 of the 11 dental schools have changed or will change from the 2+4 year system to 4+4 year system (postgraduate course). The curriculum has also been or is being amended according to this change. Although the contents of courses for Oral and Maxillofacial Radiology are not much different among dental schools, the methods and structure of education are various. We have to do a systematic and comprehensive analysis of the present educational methods and structure of Oral and Maxillofacial Radiology and need to seek the new and more suitable ones based on competency.