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64. Jahrestagung der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie e. V. (GMDS)

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie

08. - 11.09.2019, Dortmund

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Comparison of learning success in orthodontic model analysis with digital and plaster models by using an interactive eLearning system

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  • Vanessa Willenbrock - Department of Orthodontics, Centre of Dentistry, Ulm University, Ulm, Germany; School of Informatics, Reutlingen University, Reutlingen, Germany
  • Martin Haag - GECKO Institute for Medicine, Heilbronn University, Heilbronn, Germany
  • Fayez Elkholy - Department of Orthodontics, Centre of Dentistry, Ulm University, Ulm, Germany
  • Tina Seufert - Department of Learning and Instruction, Ulm University, Ulm, Germany
  • Neltje E. Piro - Department of Orthodontics, Centre of Dentistry, Ulm University, Ulm, Germany
  • Bernd G. Lapatki - Department of Orthodontics, Centre of Dentistry, Ulm University, Ulm, Germany
  • Oliver Burgert - School of Informatics, Reutlingen University, Reutlingen, Germany

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie. 64. Jahrestagung der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie e.V. (GMDS). Dortmund, 08.-11.09.2019. Düsseldorf: German Medical Science GMS Publishing House; 2019. DocAbstr. 60

doi: 10.3205/19gmds059, urn:nbn:de:0183-19gmds0596

Published: September 6, 2019

© 2019 Willenbrock et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.

Outline

Text

The metric and qualitative analysis of models of the upper and lower dental arches is an important aspect of orthodontic treatment planning. Currently available eLearning systems for dental education only allow access to digital learning materials, and do not interactively support the learning progress. Moreover, to date no study compared the efficiency of learning methods based on physical or digital study models. For this pilot study, 18 dental students were separated into two groups to investigate whether the learning success in study model analysis with an interactive elearning system is higher based on digital models or on conventional plaster models. The results show that with the digital method less time is needed per model analysis. Moreover, the digital approach leads to higher total scores than that based on plaster models. We conclude that interactive eLearning using digital dental arch models is a promising tool for dental education.

The authors declare that they have no competing interests.

The authors declare that an ethics committee vote is not required.

Outline

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