Theoretical-Practical Training To Improve Erosive Tooth Wear Diagnosis

Objectives: In the last decades erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students’ skills for the diagnosis of ETW when compared to the traditional teaching method based on theoretical classes.
Methods: This randomized controlled study involved two parallel groups: control group (n=22), with learning based only on theoretical content (60-minute theoretical class) and test group (n=24), learning by theoretical-practical activity mediated by monitors/tutors (theoretical class of 60 min and 90 min practical training in the laboratory). The theoretical class covered the current concepts of ETW, its etiology, its diagnosis (clinical + anamnesis), used index (BEWE), prevention and minimally invasive treatment. The practical training included exercises and discussions based on the evaluation of a pool of images and extracted teeth both with absence and several levels of ETW. In order to evaluate the efficacy of the teaching-learning methods, theoretical multiple choice test and practical tests using images and extracted teeth were applied. The outcome was the number of correct answers in the tests. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p<0.05).
Results: There was no significant difference between groups regarding the percentage of correct answers in the theoretical evaluation. The test group showed higher ability to diagnose ETW lesions and their correspondent BEWE index, compared to the control group in the practical tests. The performance of ETW diagnosis was similar when images was used in comparison to extracted teeth.
Conclusions: The use of practical training in association with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.