Accessing the online caries diagnosis module did not significantly improve dental students' radiographic diagnostic accuracy¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who accessed the online module did not perform significantly better on overall correct responses than students who did not, including for incipient caries. → Tsao and Park 2016
Evidence¶
Tsao and Park 2016¶
Ariel Tsao, Sang E. Park. (2016). The Role of Online Learning in Radiographic Diagnosis in Dental Education. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i3.1387
q2 · i? · associational · r1
Observational pilot study of the Class of 2016 (n=31): one-tailed t-tests compared percentage of overall correct responses between test and control groups, completers vs non-completers, and completers vs control; printed p-values were 0.45, 0.47, and 0.43, and 0.49 for incipient caries. The article reports "no statistically significant difference in accuracy"; equivalence was not tested.
"There is no statistically significant difference in accuracy between any of the aforementioned combinations."
Discussion¶
Related Claims¶
- Students who used the module reported positive perceptions and supported its curricular implementation with modifications — related
- Module users showed a different response-frequency pattern: more correct responses but also more extreme over- and under-diagnoses — related
- Most module users reviewed the module before entering clinic — related
- PBL methods produce significantly better knowledge scores than traditional teaching among dental students (pooled MD 4.15) — related
- PBL methods produce significantly better radiographic interpretation skills than traditional teaching among dental students (pooled MD 0.54) — related
- The review rejects the null hypothesis that PBL and traditional teaching do not differ in improving radiographic interpretation skills — related
- Pre-service teachers' collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but collaboration support can significantly enhance the added value of collaborative diagnosis — related
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