Objective To investigate the impact of the 2018 periodontal classification on diagnostic assessments, treatment strategies, and prognostic assessments made by dental hygienists in general dentistry, compared with the 1999 classification. Materials and Methods A questionnaire comprising five patient cases was administered to dental hygienists in Sweden on two separate occasions. For each case, diagnoses, treatment plans, and prognostic assessments were proposed, first using the 1999 and subsequently the 2018 classification. Cases ranged from no marginal bone loss attributed to periodontitis and few (<10%) bleeding sites to marginal bone loss >30% and generalized inflammation (>30%). Answers from the two occasions were compared. Results A total of 142 dental hygienists completed both questionnaires. Diagnostic assessments changed significantly in three of the five cases when using the 2018 classification (p < 0.05). In four cases, fewer treatment sessions were recommended, and more optimistic prognostic assessments were made when using the 2018 classification (p < 0.05). Conclusion The 2018 classification resulted in greater variation in proposed diagnoses in cases without clear attachment loss and was associated with fewer recommended treatment sessions and more optimistic prognostic assessments. However, it appeared at least as effective as the 1999 classification in identifying cases with periodontitis.
Emelie Stenberg, N. Lundegren, B. Götrick et al.· Acta Odontologica Scandinavi...· 0 citations
INTRODUCTION
The 2018 periodontal classification system improved diagnostic precision and prognostic assessment of periodontitis but has been perceived as complex, posing challenges for dental students and educators. Serious games have emerged as a potential adjunctive educational strategy to enhance learning, engagement and motivation. This study evaluated the effectiveness and user satisfaction of a serious game designed to support dental undergraduates in learning the 2018 periodontal classification system.
MATERIALS AND METHODS
A randomised educational trial was conducted among dental students (n = 46) at Malmö University. Participants were randomised into a control group receiving standardised digital lectures and written material, or a test group receiving the same materials as well as access to a serious game application. Knowledge was assessed at baseline and after 2 weeks using single best answer questions (SCQ) and multiple-true-false (MTF) questions. Participant satisfaction was evaluated using numeric rating scales. Between- and within-group comparisons were performed using independent-samples t-tests/Welch's tests or paired-samples t-tests, respectively.
RESULTS
Thirty-eight students completed the study (test group n = 18; control group n = 20). Both groups showed significant improvement in MTF scores over time (p < 0.05). At post-intervention, the test group demonstrated significantly higher MTF scores (p < 0.05), but equal SCQ scores compared with the control group (p > 0.05). Overall satisfaction with the learning experience was high in both groups and no differences were observed (p > 0.05).
CONCLUSION
The serious game enhanced students' understanding of the periodontal classification system when used as an adjunct to traditional teaching, without compromising learner satisfaction. Serious games represent a promising complementary tool in periodontal education.
Matin Farzad, Ali Hassan, Å. Wahlin et al.· European journal of dental e...· 0 citations