Assessment and evaluation of a serious game for teaching factual knowledge in dental education.

OBJECTIVES: A serious game application was developed to train factual knowledge and for self-assessment. The aim of the present study was to compare the effects of a game application (intervention group) or paper scripts (control group) on knowledge acquisition and to evaluate the acceptance of the new application among dental students. METHODS: The 4th semester students of the second preclinical prosthodontics course were randomly assigned to one of the two groups (n = 58/51) for two consecutive years. The study was conducted in two phases: First, all participants took a pretest, with the intervention group using the game application and the control group receiving the same set of questions in a paper script. In the second phase, all participants took a post-test. After the post-test, both groups had access to the application for another three weeks. After that, all participants completed standardized questionnaires and a scale to evaluate the usability of the system. Usage statistics were also tracked. Differences between groups were evaluated together and for both years separately in terms of pretest and posttest scores and learning success. RESULTS: There was no significant difference between the groups with regard to the posttest and learning success. A significant improvement in knowledge between pretest and posttest (p < 0.05) was demonstrated in both groups. Each student played approximately 350 questions. Participants rated the application with the German school grade "good". Participants appreciated the application and rated it positively. They stated that the game motivated them to learn and that they spent more time with the learning content. CONCLUSION: Due to the positive perception achieved through the game, this application is able to motivate students to learn. The learning effect achieved is similar to learning on paper.

Long-term outcome of the IMZ implant system: a retrospective clinical study with a follow-up between 23 and 34 years.

PURPOSE: To evaluate the radiographic and peri-implant outcomes of intramobile cylinder implants (IMZs) and the feasibility of long-term follow-up studies after nearly 30 years. METHODS: Of the 94 patients treated with IMZ implants between 1981 and 1995, 39 patients were successfully contacted (contact group, CG), of which 15 patients with a total of 32 implants agreed to participate in the present follow-up study (clinical evaluation group, CEG). The overall implant survival rate was calculated. Information on implant status and oral and general health data was collected. Marginal bone level was evaluated and then compared to the patients' baseline data. Possible risk factors for peri-implantitis were also identified. RESULTS: In total, 16 implants in seven patients were lost, amounting to an overall survival rate of 79.5% after 30 years with a mean follow-up time of 24 ± 10 years (CG). Eight patients were treated with bar-retained mandibular overdentures and seven patients had fixed partial dentures. After a mean observation time of 29 ± 3 years, the surviving implants showed a peri-implantitis rate of 9.4% with a mean marginal bone loss of 2.5 ± 1.8 mm (CEG). No significant correlation between peri-implantitis and possible risk factors could be found. CONCLUSIONS: Long-term follow-up studies with acceptable response rates after nearly 30 years are not feasible. Contact was only possible with 41% of the patients. This contact group showed a high implant survival rate. Due to the retrospective study design, additional risk factors could not be considered in a conclusive analysis.

Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study.

BACKGROUND: Local anaesthesia plays a key role in many aspects of a dentist's work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students' knowledge gain, performance of practical skills and satisfaction with the course. METHODS: All participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire. RESULTS: The blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach. CONCLUSION: This study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.

Assessment of lingual nerve functions after smoking cessation.

OBJECTIVE: Cigarette smoking is associated with a variety of oral diseases. A previous study showed a reduction of thermal sensitivity in the innervation area of the lingual nerve in smokers possibly caused by a degeneration of thermosensitive receptors as a consequence of smoking. The current study investigates somatosensory changes in ex-smokers. MATERIALS AND METHODS: Sensory functions in innervation areas of lingual nerve were investigated in 40 ex-smokers by psychophysical means. Functions of lingual nerve in 40 ex-smokers were compared to those in 40 smokers and 40 non-smokers. Subjects were investigated using quantitative sensory testing (QST, cold and warm detection, thermal sensory limen, heat and cold pain, and mechanical detection). RESULTS: Significant differences were found in both groups, ex-smokers and smokers compared to non-smokers. Cold (p < .001), warm (ex-smokers: p < .01; smokers: p < .001) detection thresholds and thermal sensory limen (p < .001) showed significantly lower sensitivity in ex-smokers and smokers in comparison to non-smokers. CONCLUSIONS: The lower temperature sensitivity of ex-smokers compared to that in non-smokers indicates a reduction of somatosensory function of the tongue, possibly caused by irreversible nerve degeneration associated with smoking. Influencing factors leading to sensory changes could be modulation of thermo-receptors, demyelination as well as a change of the epithelial structure.