Virtual learning object for developing knowledge about the diagnosis and management of molar incisor hypomineralization.

Abstract

To develop, apply, and evaluate a virtual learning object (VLO) for teaching undergraduate dental students and paediatric dentists to diagnose and manage molar incisor hypomineralization (MIH). This controlled educational intervention included 170 undergraduate dental students and 50 paediatric dentists. The student intervention group (VLOG) was trained by the VLO, the control group of students (CG) received a synchronous virtual class, and the group of paediatric dentists (PDG) was trained by the VLO. Pre-test and post-test data were analyzed with a mixed one-way and Tukey's post hoc ANOVA test (α=0.05). The answers to the questionnaire were analyzed with the one-way ANOVA test and Tukey's post hoc test (α=0.05). The values obtained in the pre-test were significantly lower than those obtained in the post-test for all groups. The specialists showed a higher level of knowledge before and after the MIH training compared with the students (p<.001). Similarly, statistical differences were found in the level of knowledge, which increased after MIH training (p<.001). There were no differences between the CG and VLOG. The level of knowledge increased in all groups after training regardless of the method used. VLOG works similar to traditional teaching approaches.