Smartphone use and schema-based learning in dentomaxillofacial radiology practice: a case report from one College of Dentistry

Abstract

Objectives: This study investigates the students' satisfaction and awareness of competency towards smartphone use and schema-based learning in dental radiology practice.

Methods: Third year students undertaking a dental radiology practicum at a dental school were divided into two groups: one group received traditional clinical training, whereas the other group used smartphones in classes and received new training using schema assignments. At the end of the course, students' satisfaction with the training and self-awareness of their competency were surveyed, and their achievement was assessed.

Results: Although students' satisfaction with smartphone-based training was generally high, it was less than that of students trained by traditional instruction. However, most students that received smartphone-based training had higher self-scored competency before than after training. The smartphone group scored higher on true/false or multiple-choice questions, whereas the traditional group scored higher on short-answer questions.

Conclusions: Smartphone education with schema based assignment proved to be attractive in dental radiology, but students showed less satisfaction, and need to meet the requirements of evidence-based practice. Although the full use of smartphone education with schema is not recommended in dental education, we think that it could be try to use as a supplementary approach with traditional didactic method to facilitate student's exploration and self-study to cope with rapid change in educational environment.

Figure 1.

Design of the smartphone-based training with platform of Google Classroom.

Figure 2.

An example of schema diagram of radiographic interpretation (4 day assignment) on the healing process of periapical lesion. PA, periapical.