Influência do método de ensino no diagnóstico radiográfico de reabsorção radicular por estudantes de Odontologia: um estudo de coorte prospectivo

Abstract

To conduct a prospective cohort study evaluating the influence of different teaching methodologies on the radiographic diagnosis of root resorptions by undergraduate dental students. Methods: Forty-eight students performed an index test to assess prior knowledge about root resorption. They were randomly assigned into four groups (n=12) according to the methodology applied to teach about root resorption: traditional in-person teaching (control), remote teaching, gamification and case study. Twenty-four hours later, the students individually evaluated 28 digital periapical radiographs, classifying them according to the absence or type of root resorption present (superficial external, inflammatory internal, or cervical external). After ten days, 20% of the students from each group re-evaluated the images to calculate intra-rater agreement. All students repeated the index test 30 days after the interventions were completed. Statistical analysis used linear regression models, Pearson’s correlation and the chi-squared test (p<0.05). Results: Gamification resulted in better student performance in the index and radiographic diagnosis tests (p< 0.001). Superficial external resorption was the most challenging to diagnose, regardless of the teaching method, while inflammatory internal obtained a higher percentage of correct responses (p<0.001) in the diagnostic test. Conclusions: Gamification showed the best results compared to traditional teaching. All methods involving student interaction demonstrated better outcomes compared to the traditional model in the diagnosis of root resorptions.