AI Summary & Key Takeaways
AI InsightCase-based education can help integrate the theoretical knowledge required for learning the classification and treatment of periodontal dis-eases with practical applications, thereby enhancing participants’ analytical thinking and problem-solving skills.
📌 3 Key Takeaways
Abstract
Objective The current classification of periodontal and peri-implant diseases and conditions introduces significant conceptual changes in comparison to the previous classification. This study aims to evaluate the knowledge level and case-based diagnostic consistency of fourth- and fifth-year students at the Faculty of Dentistry of Suleyman Demirel University regarding the current classification of periodontal diseases and conditions. Material and Method In this study, fourth- and fifth-year students from our faculty voluntarily participated by completing a questionnaire prepared via Google Forms. The questionnaire consisted of 10 theoretical questions designed to assess knowledge level and diagnostic approach regarding the current classification of periodontal diseases and conditions (4 definition questions, 2 comparative questions [previous vs. current classification], and 4 questions on periodontitis staging and grading diagnostic criteria), as well as 7 cases constructed using clinical and radiographic data from real patients. The cases were defined as follows: clinical gingival health on an intact periodontium, generalized Stage 3 Grade C periodontitis, generalized Stage 4 Grade C periodontitis, clinical gingival health on a reduced periodontium, gingivitis on an intact periodontium, gingivitis on a reduced periodontium, and localized Stage 2 Grade B periodontitis. Results A total of 151 students participated in this study. Definition questions related to the previous and current classification were correctly answered by 42-95% of the students, whereas questions comparing the current and previous classifications and those related to staging and grading criteria were correctly answered at rates ranging from 31% to 74%. The diagnostic accuracy rate based on case scenarios ranged between 53% and 76%. Conclusion In this study, the percentage of correct responses to case-based questions suggests the necessity of case-based educational approaches. Case-based education can help integrate the theoretical knowledge required for learning the classification and treatment of periodontal dis-eases with practical applications, thereby enhancing participants’ analytical thinking and problem-solving skills.
Özet
Objective The current classification of periodontal and peri-implant diseases and conditions introduces significant conceptual changes in comparison to the previous classification. This study aims to evaluate the knowledge level and case-based diagnostic consistency of fourth- and fifth-year students at the Faculty of Dentistry of Suleyman Demirel University regarding the current classification of periodontal diseases and conditions. Material and Method In this study, fourth- and fifth-year students from our faculty voluntarily participated by completing a questionnaire prepared via Google Forms. The questionnaire consisted of 10 theoretical questions designed to assess knowledge level and diagnostic approach regarding the current classification of periodontal diseases and conditions (4 definition questions, 2 comparative questions [previous vs. current classification], and 4 questions on periodontitis staging and grading diagnostic criteria), as well as 7 cases constructed using clinical and radiographic data from real patients. The cases were defined as follows: clinical gingival health on an intact periodontium, generalized Stage 3 Grade C periodontitis, generalized Stage 4 Grade C periodontitis, clinical gingival health on a reduced periodontium, gingivitis on an intact periodontium, gingivitis on a reduced periodontium, and localized Stage 2 Grade B periodontitis. Results A total of 151 students participated in this study. Definition questions related to the previous and current classification were correctly answered by 42-95% of the students, whereas questions comparing the current and previous classifications and those related to staging and grading criteria were correctly answered at rates ranging from 31% to 74%. The diagnostic accuracy rate based on case scenarios ranged between 53% and 76%. Conclusion In this study, the percentage of correct responses to case-based questions suggests the necessity of case-based educational approaches. Case-based education can help integrate the theoretical knowledge required for learning the classification and treatment of periodontal dis-eases with practical applications, thereby enhancing participants’ analytical thinking and problem-solving skills.