The role of innovation technology in teaching and learning strategies in anatomy curricula in dental hygiene school

Abstract

Purpose. This research aims to assess the diversification of pedagogical and learning methodologies, leveraging advanced technological tools within a dental hygiene educational framework. Methods. Students enrolled in the dental hygiene program were considered as population sample, divided in two groups: The test group (N=16) subjected to the investigation of the virtual dissection table (VDT) and the control group (n=17) who attended lectures using traditional teaching method. The control group’s performance was assessed through a 40-item multiple-choice questionnaire and an open-ended question; the test group was evaluated via a final test consisting of a presentation on an anatomical topic and a 40-item multiple-choice questionnaire. The final grade derived from the mean score of the final tests, and it was assigned on a scale of 30/30. Additionally, the test group’s perceptions toward the use of the VDT were gauged through an evaluative questionnaire comprising 7 questions. Results. The study found a statistically significant difference in failure rates between the control group and the test group. However, the average exam scores did not show a statistically significant difference between the two groups, despite the test group showing some improvement. The evaluation survey results indicated high levels of satisfaction with the use of the VDT, with the quality of the virtual images, anatomical resources, and the user-friendly interface. Additionally, students strongly supported integrating traditional lectures with VDT laboratory sessions, with no negative feedback reported. Conclusions. The VDT represents an innovative anatomy teaching tool, warmly welcomed by healthcare profession students, whose performances were positively affected.