Diþ hekimliði öðrencilerinin radyoanatomi bilgilerinin deðerlendirilmesi

GÝRÝÞ ve AMAÇ: Diþ hekimleri, dental radyografiler üzerindeki normal anatomik yapýlarý belirleyebilmeli ve teknik hatalara baðlý görüntü distorsiyonlarý ve artefaktlarý konusunda bilgi sahibi olmalýdýr. Diþ hekimliði öðrencilerinin öðrenme çýktýlarýnýn deðerlendirilmesi müfredatýn geliþtirilmesi için eðitimcilere bilgi saðlayabilmektedir. Bu çalýþmada diþ hekimliði öðrencilerinin panoramik ve periapikal radyografilerle ilgili bilgilerinin deðerlendirilmesi amaçlanmýþtýr.
YÖNTEM ve GEREÇLER: Diþ hekimliði 3., 4. ve 5. sýnýf öðrencileri (n=129) ile yüksek lisans öðrencilerinin (n=23) yer aldýðý bu çalýþmada 10 farklý anatomik yapýnýn iþaretlendiði 10 adet periapikal radyografi ve 26 farklý anatomik yapýnýn iþaretlendiði 5 adet panoramik radyografi kullanýlmýþtýr. Ayrýca yüksek lisans öðrencileri için 12 hasta konumlandýrma hatasý, 3 yabancý cisim varlýðý ve 4 teknik hata gözlenen panoramik radyografiler çalýþmaya dahil edilmiþtir.
BULGULAR: Anatomik bilgi düzeyi konusunda sýnýflar arasýnda istatistik açýdan anlamlý farklar gözlenmiþ, 3. sýnýf öðrencileri en yüksek skoru elde etmiþlerdir (%90; p<0.01). Yüksek lisans öðrencilerinin panoramik film hatalarýný ve yabancý cisimleri doðru bir þekilde belirleme konusundaki baþarý yüzdesi %5,26 ile %63,16 arasýnda deðiþmektedir. Yabancý cisim belirlenmesi konusundaki sorular en yüksek yüzdeyle cevaplanmýþtýr (gözlük: %95.7; küpe: %91.3; dil hýzmasý %87).
TARTIÞMA ve SONUÇ: Dental radyoloji eðitiminin 5. sýnýf müfredatýna entegre edilmesinin, diþ hekimliði öðrencilerinin panoramik ve periapikal radyografilerle ilgili bilgilerinin daha kalýcý olmasýna yardýmcý olabileceði düþünülmektedir.

Evaluation of radiological anatomy knowledge among dental students

INTRODUCTION: The dentists should identify the normal anatomic structures on dental radiographs and know about image distortion characteristics of technical errors and projection artifacts. Strategies must be developed by authorities in order to implement this attitude into regular curriculum of dental faculties. Assessment of the learning outcomes of dental students may give information to help dental educators improve their curriculum. The aim of this study was to assess the retention of knowledge of dental students on the panoramic and periapical radiographs.
METHODS: Undergraduate students from the third up to the fifth year (n=129) and postgraduate students (n=23) took part in the study. The test consisted of 10 questions accompanied by 10 periapical radiographs that demonstrated labeled anatomical structures, and 5 panoramic radiographs consisting of 26 anatomical structures with one or more labels. For the postgraduate students, 12 patient positioning errors, 3 foreign body detection and 4 technical errors were additionally questioned.
RESULTS: A statistically significant correlation was found between the classes and the overall performance on anatomical knowledge, with the 3rd year students receiving the highest score (90%, p<0.01). Postgraduate students’ ability to recognize panoramic film faults and foreign bodies correctly ranged from 5.26% to 63.16%. The questions about the foreign body identification were answered with the highest percentage (eyeglasses 95.7%; ghost image of earrings 91.3%; tongue piercing 87%).
DISCUSSION AND CONCLUSION: Integration of dental radiology lecture to the fifth year curriculum may be helpful for the retention of knowledge of dental students on the panoramic and periapical radiographs.