IMPACT OF VIRTUAL LEARNING OBJECT IN THE THEORETICAL KNOWLEDGE AND DIAGNOSTIC CAPACITY OF ORAL ULCERATIVE LESIONS

Abstract

Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons. Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons.