Search

The partially edentulous adult offers a unique and problem-rich resource as a basis for a case-based learning scenario in clinical dentistry in the field of planning oral rehabilitation. However, there is little resource material available to help students negotiate the territory between diagnosis and treatment options of discrete conditions and treatment sequencing once decisions have been made. To address the educational void surrounding the teaching and learning of oral rehabilitation strategies, the authors have developed a CD-ROM 'Interactive Learning in Dentistry: Decision making in the oral rehabilitation of the partially edentulous adult'. The disc emphasises the distinction between 'doing' and 'planning to do' in the decision-making process. After using the disc the students should be able to apply a generic framework to formulate a custom oral rehabilitation plan for their own patient. The disc was evaluated by final-year students from the Faculty of Dentistry, University of Sydney. Response to the program was essentially positive and comments from students have impacted on further development.

Assessment of a computer-assisted learning (CAL) program dealing with designing removable partial dentures was performed as both formative and summative evaluation. Formative evaluation was obtained through open-ended questions in a written questionnaire administered to 60 junior students from two Australian Dental Schools and through observation of four groups of these students as they worked through the program. Formative evaluation, fundamental to completion of the program, led to several changes and additions. Observation of the students using the program during its final stages of development was one of the most informative and helpful parts of the evaluation. It allowed nuances of expression and body language to be noted that would not have been apparent in written or numerical data. Summative evaluation was obtained through structured questions in the questionnaire and through a post-CAL test under examination conditions. Summative assessment showed that students could attain a desired standard of knowledge if a lecture series was replaced by the CAL program; that the program was user-friendly, even for students with little or no computer experience; and that most students considered it to be a useful learning resource. More than half the students were concerned about using CAL to replace human instruction. It is significant that students were particularly impressed by aspects of the program that could not be duplicated by a book; the interactive nature of the learning process and the ability to rotate the diagnostic casts. This highlights the need for CAL programs to use the full potential of computer capability, rather than merely replicate a textbook on a screen.

Surveys of the dental profession and dental laboratories show that up to 60% of cases received by laboratories have little or no input from dentists into the design of their patients' removable partial dentures (RPD). Thus, there is a clear mandate for dental schools to teach RPD design in new ways that will give their students confidence and allow their graduates to approach the task readily and easily. This computer-aided learning program addresses that need. In designing it, we have exploited the unique properties of computers as a learning tool. The program uses Quicktime VR to simulate a three-dimensional perspective of diagnostic casts. It is also possible to incorporate animated diagrams to illustrate various points. Control of timed answers promotes the use of inquiry-based learning and allows the program to be interactive and completely problem-oriented. Students can practice at their own pace, on a variety of virtual cases, and thus learn the craft behind the art of designing RPDs. With this foundation, discussions with experts in the field regarding the patients they treat in senior years and as graduates can be conducted at a higher and more productive level. Student evaluation so far has been very encouraging.

Interactive multimedia is an emerging industry with a broad domain. It operates from a base of computer technology to enable the production, distribution and sharing of ideas. The use of multimedia in the educational setting is in keeping with the concept of learning, rather than teaching and, with this in mind, a pilot program in interactive computer learning has been developed which is geared specifically to the requirements of junior students. The design sequence and philosophy used in this program follow the teaching at Sydney University Dental School. Its purpose is to facilitate students in mastering the technical aspects of denture framework design, leading them through a set sequence of steps from saddle identification to finish. Future plans, using more sophisticated equipment, are to develop more advanced programs for senior (fourth year) students, including applications for treatment planning and also the rudiments of osseointegrated implant work.

Success in wearing complete denture depends, in order of importance, on motivation, neuromuscular control and technical considerations. To address the two aspects of motivation and neuromuscular control, fourth year students at Sydney University are taught a protocol which encompasses duplication of the patient's existing denture and modification of this duplicate to satisfy the patient's needs and wants. This modified duplicate denture acts as a diagnostic prototype which is used as a guide during construction of the new denture.