Electronic periodontal tool integration to enrich clinical diagnosis

Abstract

AbstractPurpose/objectivesThe objective of this study was to evaluate the effectiveness of an Electronic‐Periodontal‐Diagnosis‐Tool (EPDT) to facilitate the formulation of a correct periodontal diagnosis and analyze students’ perceptions of the use of the EPDT.MethodsFifty Year‐3 students who recently started their clinical training, were randomly assigned to two groups. Two clinical scenarios involving challenging periodontal diagnoses, each one with unique components, variables, and categories were distributed with specific instructions. The cases were analyzed to determine the correct periodontal diagnosis–half without the use of the EPDT and half with the use of the EPDT. A post‐exercise discussion conducted by the faculty explained the answer rationales. The students completed an anonymous/voluntary survey to evaluate their perceptions. Statistical analysis using likelihood ratio chi‐square tests and a generalized linear model evaluated whether the use of the EPDT resulted in higher percentages of correct diagnoses.ResultsEPDT use resulted in a three times higher percentage of correct classifications than no tool use (48% versus 16%), which the investigators considered an important effect of the EPDT. The generalized‐linear‐model assessment confirmed that EPDT resulted in better classifications (p < 0.0001). The feedback about the perceptions of the EPDT was favorable.ConclusionStudents using the EPDT resulted in higher percentages of correct diagnoses. The EPDT provided students with a useful framework to determine the correct periodontal diagnoses, which is essential in providing appropriate treatments.