Case based learning in undergraduate curriculum of periodontology

ABSTRACT

Background & Aim: Assessment and acceptance of phantom based periodontal education due to COVID-related restrictions in undergraduate treatment courses. Methods: 48 undergraduate students (mean age 24 ± 2 years) in semester 7 (n = 20) and 9 (n = 24) were asked to evaluated case based education under simulated conditions as a partial substitute in times of Covid-19. Four complex periodontal scenarios were [MW1] simulated based on the four quadrants of the Frasaco AP-Z model. The following information was provided medical and dental history, primary concern, X-ray and oral hygiene findings. Periodontal examination and subgingival instrumentation were performed in the AP-Z model. The evaluation form consisted of nine questions of the ADEE criteria domain III (Likert scale) and additionally, a global score from one to six (German school grade equivalent) should be given. [MW1] Hier würde ich Stichworte der vier Fälle nennen, damit man das versteht. Results: 44 of 48 students (92%) completed the questionnaire. 91% rated integration of the simulated cases as a valuable addition to their daily clinical routine and 71% reported being more confident in clinical treatment. The learning effect in the following competences was found to be higher in simulated cases than in clinical situations Diagnosis finding, risk analysis and treatment planning. Diagnostic assessment and subgingival instrumentation were reported to be superior in clinical patients, although there were differences between 7th and 9th semester students (p < .05). Students in the 9thsemester rated the usefulness of psychomotoric training lower, whereas both groups rated the simulated periodontal education superior to clinical treatments. Overall, adjunctive simulated periodontal education was rated as “good” (1.9).7 Conclusions: The adjunctive use of simulated periodontal cases was highly valued by undergraduate students. In this simulated setting, case discussions of more complex periodontal cases with defined learning goals are a valuable and accepted supplement in the periodontal curriculum especially under pandemic situations with restrictive patient treatment.