Comparison of self-instruction methods for teaching diagnostic testing.

Abstract

In a randomized controlled trial, self-teaching booklets and computer media were evaluated for teaching diagnostic testing to dental students as a foundation for further development of clinical decision making skills. Effectiveness was assessed by pre- and post-tests. Reliability of these test instruments was examined by analyzing the pre- and post-test scores of 49 first year dental students who received no instruction. Forty-one second year dental students were exposed to clinical epidemiological principles applied to endodontic diagnosis through either self-teaching booklets or computer media. No statistically significant difference was found between the mean test scores of the students through self-teaching booklets and computer media. Although first and second year students showed a statistically significant improvement between the pre-test and post-test, the improvement in the second year class was greater. An addendum was later made to the main trial to compare the self-teaching booklet to the traditional lecture format in teaching endodontic diagnosis. Seventy-one third year dental students were exposed to these same materials through either a lecture or the self-teaching booklet and then similarly tested. There was no significant difference between the self-teaching booklet and traditional lecture for the third year students.