A BLENDED LEARNING RADIOLOGY INTERPRETATION LAB: A QUALITATIVE APPROACH

Background Blended-learning (BL) radiographic interpretation activities were implemented into the dental hygiene curriculum with the aim of increasing student confidence in interpretation and to address this perceived gap in students’ education. Objective(s) This study assessed senior dental hygiene (DH) students’ self-reported confidence in interpreting dental radiographs after the introduction of a BL module for radiology interpretation. Preliminary results were presented at the American Academy of Oral and Maxillofacial Radiology (AAOMR) meeting in 2017. This abstract further describes the effectiveness of this qualitative approach and the subsequent changes that were implemented into the radiology curriculum. Study Design In order to capture the context, descriptions, and differences of students’ experience and confidence, a qualitative research approach was selected. Data were captured using a semistructured interview process and analyzed using the phenomenographic approach. This method involves researchers coding transcripts of the interviews to determine categories of description (commonalities and their variations) of the participants’ various ways of thinking about and describing their experiences. Sixteen students, 5 months from graduation, consented to participate and were interviewed. Blinded transcripts were analyzed by the research team, and the main themes relating to confidence were extracted and arranged into categories. The categories were coded as to how confident (low, medium or high) each of the students felt, specific to varying contexts and complexities of radiographic interpretation. Quotations were extracted to exemplify each category. Results The BL module had a positive impact on DH students’ confidence in interpretation of radiographic findings. However, when asked about their level of overall confidence in interpreting dental radiographs, the students still did not describe themselves as confident with regard to all potential findings on radiographs at this point in their education. Discussion/Conclusions The phenomenographic approach revealed important themes relating to confidence and provided useful insights on the issues and attitudes affecting the students’ confidence levels that can inform further course and curriculum development.