Fully Digitalized Education Including Serious Games in Continuous Professional Development in General Dentistry

Sammanfattning

Aim: The primary aim was to investigate the impact of an asynchronous digital CPD course on objective knowledge of the 2017 AAP/EFP periodontitis classification among Swedish dentists and dental hygienists. The secondary aim was to measure satisfaction and subjective learning development. Method: The study was conducted as a single-arm study with two anonymous measurements: baseline and follow-up after 2–3 months. Participants were general dentists and dental hygienists at Smile Colosseum. After baseline, all participants were given access to a digital CPD course including a knowledge document, a digital lecture, and the web-based game PerioClass. On both occasions, SCQ and MCQ tests were performed. Format and satisfaction were evaluated at follow-up. Anonymization resulted in an independent sample analysis where responses were not linked to individuals. Results: Statistically significant improvements occurred at population level in both knowledge tests at follow-up. SCQ mean increased from 4.84 to 5.30 and MCQ from 9.34 to 10.90. Analysis by profession showed significant improvements only among dentists. Subjective diagnostic time decreased from 7.19 to 5.26 minutes. The game-based component was rated lower than other components. Conclusion: Results showed that an asynchronous digital CPD course is an adequate method for updating knowledge on the periodontitis classification. The course increased theoretical knowledge and reduced subjective diagnostic time. Higher clinical realism to increase pedagogical meaningfulness may be needed for the game-based component.