Introducing CALP (Computer assisted learning program) in Oral Medicine

Abstract

This article was migrated. The article was not marked as recommended. Purpose Theoretical concepts are taught to the students in classroom teaching but diagnosing and managing patients in clinical practice requires application of that knowledge as well as critical thinking ability. Final year dental students are often confused by the variation in the clinical presentation and co-relation of theoretical descriptions of white lesions of oral mucosa. Additionally some white lesions described in the text book may not be seen in short clinical postings. Considering the need, case based Computer Assisted Learning Program (CALP) was developed for better Knowledge, diagnosis and treatment planning of White Keratotic Lesions (WKL). Materials and method Fifty final year dental students were introduced to CALP. The evaluation of CALP was planned after completion of tutorial on WKL of oral mucosa. Tutorials were followed by two days of self reading of the topic covered in class. Students had to appear for multiple choice questions test (recall and application type) with fourty five items, based on WKL before CALP session. The CALP session was immediately conducted and fifty students included in the study were allowed to operate CALP separately in Digital library. CALP was designed to show a clinical picture of WKL which is supplemented with all details required of case to arrive at a diagnosis. Post test incorporated into CALP had the same MCQs that were asked in the pre test. Score of post test were displayed on the screen only after attempting all questions. CALP was designed to give correct answers with explanations along with appropriate treatment plan of given case, after the MCQ test. Feedback of students was noted through discussion which was a combination of their reflection about self reading and experience of CALP. The questionnaire about CALP experience was a combination of open and closed ended questions about CALP. The scores of pre and post CALP tests were compared. Result Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. Program was experienced as, informative, innovative, enjoyable, and useful. Students also shared that they valued the opportunity to interact with the teachers and realized the importance of self directed learning. They felt benefitted in terms of better memory, recall, more efficient studying practice and better organization of thoughts due to case based learning. However, the students expressed that few more topics should have been taught through CALP. During this project we learn that students do accept innovative ideas by teachers. Adjunct teaching tools so can be used to enhance student's interest in the learning. Conclusion Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. It can thus be envisaged as an adjunct to conventional teaching methods to improve students' confidence and performance in clinical practice.