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Background <p>This study aims to evaluate the impact of a newly developed, mobile-compatible web application on the learning process of dental interns, specifically focusing on its effectiveness in the interpretation of panoramic radiographs.</p> Methods <p>The study included 60 third-year dental students. For educational purposes, a total of 61 anatomical regions and landmarks in both jaws, 20 intraosseous pathologies, and 26 dental materials with distinct radiographic appearances were identified. The educational intervention consisted of a self-paced, two consecutive 30-min interactive session in which students accessed the application via their mobile devices. During this session, participants navigated high-resolution radiographic images featuring interactive labels and descriptive annotations. Two 15-question surveys were developed in accordance with the learning content—one administered before and the other after the intervention. These surveys were delivered through the PanYoda platform. The normality of paired differences was assessed using the Shapiro–Wilk test. As normality assumptions were not met, pre- and post-training scores were compared using the Wilcoxon signed-rank test. Learning gain, normalized learning gain (Hake g) was calculated to quantify the magnitude of educational improvement. A <i>p</i>-value of &lt; 0.05 was considered statistically significant.</p> Results <p>The mean pre-training score increased from 65.92 ± 2.13 and 80.33 ± 2.21 after the educational intervention, yielding an average learning gain of 14.01 percentage points. The normalized learning gain indicated moderate improvement (g = 0.41). The Wilcoxon effect size was large (<i>r</i> = 0.87), suggesting a substantial difference between pre- and post-training scores. The improvement was statistically significant (<i>p</i> &lt; 0.01).</p> Conclusions <p>The findings suggest that the mobile-based educational application was associated with improved short-term radiographic interpretation performance. By providing interactive and immediate access to reference data at the point of care, the platform addresses some limitations of conventional analog and desktop-based resources and may serve as an effective and accessible supplement to contemporary dental education.</p> Trial registration <p>Not applicable.</p>

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Does a mobile interactive web application improve dental students’ panoramic radiograph interpretation skills? A pre–post educational study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月25日

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  • Beyza Yalvaç Pınarbaşı,
  • Kemal Selçuk Yücel,
  • Deniz Ezgi Şakalakoğlu,
  • Emin Murat Canger

摘要

Background

This study aims to evaluate the impact of a newly developed, mobile-compatible web application on the learning process of dental interns, specifically focusing on its effectiveness in the interpretation of panoramic radiographs.

Methods

The study included 60 third-year dental students. For educational purposes, a total of 61 anatomical regions and landmarks in both jaws, 20 intraosseous pathologies, and 26 dental materials with distinct radiographic appearances were identified. The educational intervention consisted of a self-paced, two consecutive 30-min interactive session in which students accessed the application via their mobile devices. During this session, participants navigated high-resolution radiographic images featuring interactive labels and descriptive annotations. Two 15-question surveys were developed in accordance with the learning content—one administered before and the other after the intervention. These surveys were delivered through the PanYoda platform. The normality of paired differences was assessed using the Shapiro–Wilk test. As normality assumptions were not met, pre- and post-training scores were compared using the Wilcoxon signed-rank test. Learning gain, normalized learning gain (Hake g) was calculated to quantify the magnitude of educational improvement. A p-value of < 0.05 was considered statistically significant.

Results

The mean pre-training score increased from 65.92 ± 2.13 and 80.33 ± 2.21 after the educational intervention, yielding an average learning gain of 14.01 percentage points. The normalized learning gain indicated moderate improvement (g = 0.41). The Wilcoxon effect size was large (r = 0.87), suggesting a substantial difference between pre- and post-training scores. The improvement was statistically significant (p < 0.01).

Conclusions

The findings suggest that the mobile-based educational application was associated with improved short-term radiographic interpretation performance. By providing interactive and immediate access to reference data at the point of care, the platform addresses some limitations of conventional analog and desktop-based resources and may serve as an effective and accessible supplement to contemporary dental education.

Trial registration

Not applicable.