Evaluation of the consolidation of knowledge of root anatomy using augmented reality by students of the Postgraduate Endodontics of UNITEC
Abstract
Current educational schemes increasingly focus on operational models in competencies and in the use of technological resources. These elements are conducive for the roles of students, teachers and educational authorities to change and adapt to benefit a better teaching-learning process. It is therefore important to investigate whether the instructional designs detected in the new educational paradigms are functional in teaching the various subjects in the dental area. With the participation of 10 residents of the Endodontic Postgraduate Course at the Technological University of Mexico Campus Marina-Cuitlahuac, a quasi-experimental study was carried out, a book-type Flipchart was created about root anatomy. Through bibliographic research the residents collected images and information about the topic, later with the use of professional clay they created 3D anatomical models that are transformed into digital images through software, then these images will be used to power and create the Flipchart of augmented reality. To evaluate the consolidation of knowledge a diagnostic evaluation (KPSI model) was used before the activity and a summative evaluation at the end of its implementation. The diagnostic test showed that 60% of the residents started postgraduate studies with an unconsolidated knowledge category. After implementing the didactic design of the augmented reality flip chart, created by the students with the guidance and support of the teacher, it was observed that 90% of the residents reached the category of consolidated knowledge in their evaluation. Finally, the Chi-square statistical test (X2) was applied to determine if there was a relationship between the variables analyzed, the result of the test showed that the implementation of the augmented reality flipchart had an impact on the consolidation of knowledge of root anatomy. In conclusion, the results obtained in this study showed that incorporates the new educational models, based in competencies and new technologies, in the teaching-learning process of dental anatomy is favorable for the consolidation of instrumental and procedural knowledge and learning.
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