Georges Bediang, Beat Stoll, Antoine Geissbuhler, Axel M Klohn, Astrid Stuckelberger, Samuel Nko'o, Philippe Chastonay
Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences
BMC medical education
paradigm shift patient care regards delivering better oral health towards teamdelivered personfocused riskrelated model known minimum intervention oral care mioc student skills developed within undergraduate dental curricula ensure graduating dentists oral healthcare team members able provide phased personalised care plans alongside behavioural management support patientscaregivers prevent manage oral disease long term purpose study establish using adjunctive caries risksusceptibility assessment crsa technology previser impact behaviour perception knowledge dental undergraduate students clinical teachers regarding benefits oral health assessment management patients four cohorts students exposure caries risk susceptibility software compared study conducted using mixed methods approach using convergent parallel design consisting collecting quantitative data questionnaires presented four cohorts year 4 dental students n 150 per cohort clinical teachers n 10 qualitative data structured interviews students n 5 teachers n 7 suitable statistical analysis interpretation generally items exhibited statistical significance reviewed showed better behaviour perception knowledge towards crsa group c bds422t1 cohort comparison group bds320t2 cohort group bds422t2 students felt confident using previser crsa tool comparing group c group data note students group c cohort likely carry diet analysis patients less likely negatively impacted time constraints compared group students cohorts equally confident using previser crsa qualitative perspective although competence confidence appeared high students teachers acknowledged would need support use chairside main barrier listed using previser rested fact clinical teachers either preferred ways assessing know use tool therefore encourage using use previser highlighted straightforward use systematic approach enabling communication patients evidence back clinical recommendations cumulative benefit training use even limited impact students knowledge competence confidence regarding crsa ultimately facilitating process teaching assisting effectively implementing crsa importance crsa became evident immediately following training research suggested understand factors influencing student behaviour perception knowledge regarding crsa aim make recommendations preferable approach tool help streamline crsa education