Coronavirus disease-19 (COVID-19) dramatically changed the learning conditions of dental students, with restricted access to training sessions and clinical practice. The "Playdent" project proposed the integration of serious games (SGs) in the third-year curriculum, based on tailor-made scenarios questioning the first dental visit of edentulous patients, and examined whether training with the games would advance students' learning outcomes.
Three Serious games proposed in addition to conventional lectures and practical exercises in oral rehabilitation of edentulous patients were supposed to improve knowledge and skills of undergraduates. However, in order to assess the influence of SGs on students' learning outcomes and subsequent satisfaction, a single-blind controlled protocol was designed. The null hypothesis was that SGs had no impact on the learning outcomes of undergraduate students.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
BASIC_SCIENCE
Masking
DOUBLE
Enrollment
89
Playing SGs during a four-week test period in addition to conventional lectures in oral rehabilitation
Université de Paris
Paris, Parisl, France
performance
Students' performance for managing a dental visit of edentulous patients were assessed by measuring score to a test developed by the teaching team. Scores were calculated ranging from 0 (no correct answer) to 15 (100% correct answers).
Time frame: One month
students' satisfaction
a questionnaire was drawn up for the students in the form of an self-administered questionnaire, which included questions pertaining to their satisfaction ranging from 0 (=very unsatisfactory) to 10 (=very satisfactory).
Time frame: one month
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