Defense Date
2026
Document Type
Thesis
Degree Name
Master of Science in Dentistry
Department
Dentistry
First Advisor
Amirreza Ghassemi
Second Advisor
Sharon Lanning
Third Advisor
Caroline Carrico
Fourth Advisor
Alexandra Glickman
Abstract
The purpose of this study is to investigate the efficacy of a novel branching scenario for the education of dental students in periodontal diagnosis. Specifically, the aim is to determine the benefit of this branching scenario when compared to conventional case presentation in student understanding and student experience outcomes. First year dental (DDS) and dental hygiene (DH) students were recruited and randomized into two groups for an in-class activity: branching scenario case review and conventional case review. All participants took a formative pre-test prior to determine baseline understanding. Participants were then given time to review cases in their assigned format. Finally, participants took a formative post-test and a survey to determine changes in understanding and preferences regarding user experience. A final survey was sent and asked if participants used either or both of these formats during exam studying and whether they preferred one format over the other. A total of 84 students participated in the study (72% participation). Student performance on baseline and post-tests before and after utilizing both formats were not significant. There were no significant differences between student perceptions of the two formats when asked about the ease of navigating (p=0.6743) or feedback received (p=0.4201). However, students who were in the novel branching scenario group had significantly higher agreement to the statement "I would like to use this tool to help study for exams in the future" than those who received the conventional case format (p=0.0303). Although participant performance was similar between groups, a branching scenario format was more attractive to students as a study tool outside of the classroom.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-5-2026