Effect of a Computer-Aided Tool on Caries Detection by Students

Objective: Assess the impact of a computer-aided learning program (CAL) about caries process and detection on performance of first-year dental students on written and practical exams. Methods: Information about the caries process, including caries progression stages, chemical and physical changes, and caries detection criteria including white light digital images of occlusal and smooth surfaces, and corresponding hemi-sections were incorporated into CAL developed for this purpose. Prior to utilizing CAL, all first-year dental students (N=100) received a lecture on caries detection and the study's IRB was approved. According to simulation lab schedule, students were divided in four groups (N=25) and exposed to different activities. The written quiz (7 questions on caries process and detection) was conducted on the 2nd day of simulation lab, at which time groups had been exposed to: Group 1 (simulation lab prior to CAL), Group 2 (only CAL), Group 3 (only simulation lab), Group 4 (control group – no lab or CAL). After all students were exposed to CAL and simulation lab, a practical exam to categorize 26 surfaces as sound, incipient, or cavitated was conducted. Results: There were significant differences among group performance in 3 quiz questions: Group 4 scored significantly lower than Groups 1 and 2 in these 3 questions and lower than Group 3 in one of these questions. Group 3 scored significantly lower than Groups 1 and 2 in 2 of these questions. In the practical exam, 5 of 26 surfaces had significant scoring differences among the groups but no overall differences. Conclusion: Groups exposed to CAL had higher quiz scores than groups only exposed to the simulation lab or not exposed to any program; however, there were no significant differences in the practical exam. Although there were no significant differences overall, CAL was useful in teaching dental students about caries process and detection.