Efficacy of a smartphone application as an aid to enhance the instruction of radiographic differential diagnosis of maxillofacial bony lesions.

Objectives: The purpose of this study was to assess the efficacy of a smartphone application for instruction of radiographic differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning (lecture‐based learning) for dental students. Methods: This quasi‐experimental study evaluated 50 fifth‐year dental students who were randomly divided into two groups. The two groups were matched in terms of grade point average to ensure their equal baseline knowledge level. The experimental group (n = 25) received instructions regarding differential diagnosis of maxillofacial bony lesions via a self‐designed smartphone application, while the control group (n = 25) received lecture‐based instruction of the same topic. The students participated in a written exam (10 questions) immediately and 2 months after the interventions. Each question had 3 differential diagnosis choices. The best answer choice was allocated a score of 0.5, while other answer choices were allocated a score of 0.25. Data were analyzed using repeated measures ANOVA, and Mann‐Whitney U and Wilcoxon tests. Results: The mean score of the experimental group was significantly higher than that of the control group immediately after the intervention (p < 0.001) and also at 2 months (p < 0.001). The mixed effect linear model revealed that after controlling for the effect of age and sex, the mean score of the experimental group was still significantly higher than that of the control group immediately and at 2 months after the intervention (p < 0.001). Conclusions: Smartphone‐based mobile learning can effectively enhance the knowledge and practical skills of dental students in differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning. [ABSTRACT FROM AUTHOR]