A comparison of four simulation and instructional methods for endodontic review

Abstract

The effects of four different endodontic self-instructional review formats (slide-tape, latent-image simulation, computer text simulation, and computer-assisted video interactive simulation) on senior clinical endodontic performance are compared. The senior class of 105 students was divided into eight groups of 13-14 academically equivalent students prior to initiating endodontic treatment in the 1985-86 academic year. With the exception of the control group, each participated in a program designed to review principles of endodontic diagnosis and treatment. All clinical endodontic cases were subsequently critiqued by a calibrated panel of two general dentist and one endodontist. Overall, students in the study group made fewer diagnostic errors compared with those in the control group, while the error reduction in clinical treatment was not significantly reduced between the two groups. No significant difference in error reduction was noted between the simulation formats. Student evaluations, as well as comparative developmental expenditures, are discussed.