(PO-103) Effectiveness of E-module Learning in Diagnosing Geographic Tongue

Author: Nagamani Narayana, D.M.D. – Professor, University of Nebraska Medical Center College of Dentistry
Author: Grace Dickerman, D.D.S. – Resident, University of Nebraska Medical Center College of Dentistry
Author: Melanie Lorenz, D.D.S. – General dentist
Submitter: Nagamani Narayana, D.M.D. – Professor, University of Nebraska Medical Center College of Dentistry

Objectives: Geographic tongue has various clinical presentations, can be confused with other lesions like lichen planus, squamous cell carcinoma, erythroplakia, and leukoplakia. The aim of this project was to create a clear, easy to maneuver, interactive e-module focused on the differential diagnosis and subsequent treatment of geographic tongue. Students’ confidence in diagnosing these pathologies of the tongue on completion of this e-module was assessed.

Methods: A short e-module (approximately 15 mins) focused on differentiating geographic tongue from lichen planus, erythroplakia, leukoplakia, and squamous cell carcinoma was developed. Clinical photographs showed clinical differences among tongue pathologies. E-module was published on Canvas. All D2, D3, D4, and DH4 students were invited to participate in this study. After completing the consent document students a 10-question pre-test was taken to measure baseline knowledge. After reviewing the interactive e-module, post-test of 10 questions was given to assess immediate learning. A survey to examine participant satisfaction and subjective effectiveness was provided. A retention test was made available after 1 month to measure long-term learning. All data was analyzed using ANOVA for continuous data, Fisher’s exact test for categorical data, and a spearman correlation in order to compare the information provided and the overall efficacy of the e-module. An UNMC IRB #474-19-EX was obtained before the study.

Results: The e-module proved effective, illustrated by the statistically significant difference in participant performance when comparing pre-test to post-test scores. Retention test data suggested that participants with clinical experience retained more information than those with such experience. Students reported increased clinical confidence with key signs and symptoms of geographic tongue.

Conclusion: The e-module improved diagnostic accuracy and was preferred over traditional teaching.