AbstractObjectiveThis study investigates the effectiveness of a newly developed smartphone-based application for teaching population oral health needs assessment to undergraduate dental students.MethodsTarget population in this study consisted of all students of Shahid Beheshti School of dentistry in the 7th and 8th semesters in the year 2023.

摘要目的本研究调查了一种新开发的基于智能手机的应用程序对本科生口腔健康需求评估的有效性。方法本研究的目标人群包括2023年第7和第8学期Shahid Beheshti牙科学校的所有学生。

The intervention group (7th semester) received teaching about population oral health needs assessment based on the book “Oral health surveys; basic methods”, by means of an application, while the control group (8th semester) received the same content through self-learning activity. A questionnaire inquiring about the students’ general aspects of smartphone usage, attitude towards learning based on mobile devices (m-learning), and level of knowledge about the content of the book was used for data collection.ResultsMost dental students used smartphones extensively and expressed positive attitudes toward mobile learning with no significant statistical difference between intervention and control groups.

干预组（第7学期）通过申请接受基于《口腔健康调查；基本方法》一书的人口口腔健康需求评估的教学，而对照组（第8学期）通过自学活动接受相同的内容。数据收集使用了一份问卷，询问学生使用智能手机的一般情况，对基于移动设备的学习态度（m-learning）以及对本书内容的知识水平。结果大多数牙科学生广泛使用智能手机，对移动学习持积极态度，干预组和对照组之间无显着统计学差异。

However, both groups demonstrated limited knowledge gain from the book content, with the mobile application showing no superiority to self-learning education.ConclusionThe present study did not demonstrate superior effectiveness of a smartphone app compared to traditional teacher-centered instruction, but the students’ significant mobile usage and positive attitude towards m-learning suggest potential for further investigation in dental education..

然而，两组都表现出从书籍内容中获得的知识有限，移动应用程序对自学教育没有优势。结论本研究并未证明智能手机应用程序与传统的以教师为中心的教学相比具有优越的效果，但学生的显着移动使用和对移动学习的积极态度表明，在牙科教育中有进一步调查的潜力。。

IntroductionIn response to the growing social needs for education and limited resources for traditional education, the use of communication and information technology tools, including mobile phones, has grown significantly in recent years. Mobile applications, as technologies that are present in all aspects of life, have been shown to facilitate education [1].

引言为了应对日益增长的社会教育需求和有限的传统教育资源，近年来，包括手机在内的通信和信息技术工具的使用量大幅增加。移动应用程序作为生活各个方面的技术，已被证明可以促进教育（1）。

Healthcare students usually use them for tasks such as documentation, time management, health record management, consulting, and networking with their teachers, finding scientific information, acquisition and reading references, patient’s care and monitoring, and clinical decision making.The use of mobile applications in dental education is very wide and increasing at a significant rate [2].

医疗保健专业的学生通常将其用于记录、时间管理、健康记录管理、咨询以及与老师建立联系、查找科学信息、获取和阅读参考资料、患者护理和监测以及临床决策等任务。移动应用程序在牙科教育中的应用非常广泛，并且以显着的速度增长（2）。

Dental students generally use mobile applications for the educational purposes [3, 4]. It is presumed to be a huge potential for the development of academically beneficial apps relating to dentistry [5]. Mobile applications were found to be effective in the improvement of dental students’ knowledge and competency in different aspects of dental education such as practical pathology [6], management of dental trauma injuries [7], use of laser in dentistry [8], radiographic diagnosis of endodontic problems [9], differential diagnosis of maxillofacial bony lesions [10], and recording and evaluating the oral health status for a population [11].

牙科学生通常使用移动应用程序进行教育[3，4]。据推测，这是一个巨大的潜力，发展学术有益的应用程序有关牙科〔5〕。发现移动应用程序可有效提高牙科学生在牙科教育不同方面的知识和能力，例如实用病理学（6），牙齿创伤损伤的管理（7），牙科中激光的使用（8），牙髓病的放射学诊断（9），颌面骨病变的鉴别诊断（10），以及记录和评估人群的口腔健康状况（11）。

Continuing professional development programs has also benefited from learning applications based on smartphones [12] especially after limitations of conventional education due to COVID-19 pandemic [13].The first step for any health promotion activity at the community level is health need assessment.

。社区一级任何健康促进活动的第一步是健康需求评估。

For this purpose, one of the basic subjects that is included in the curriculum of undergraduat.

为此，本科生课程中包含的基本科目之一。

1.

1.

Reaction level: Introduction of the book, collaborative translation, and creation of a powerpoint presentation can evoke a positive reaction from students. Engagement in discussions enhances the learning experience.

反应层面：介绍本书、合作翻译和创建powerpoint演示文稿可以引起学生的积极反应。参与讨论可以增强学习体验。

2.

2.

Learning level: Collaboration on translating sections of the book, creating a presentation, and engaging in discussions contribute to the acquisition of language and presentation skills. The dental examination provides hands-on learning in clinical forms and questionnaires.

学习水平：在翻译本书的各个部分、创建演示文稿和参与讨论方面进行合作，有助于获得语言和演示技巧。牙科检查提供临床形式和问卷调查的实践学习。

3.

3.

Behavioral level: The hands-on dental examination where students fill out forms for their peers represents a behavioral change. Students apply theoretical knowledge to a practical, real-world scenario.

行为层面：学生为同龄人填写表格的动手牙科检查代表了行为的改变。学生将理论知识应用于实际的现实场景。

4.

4.

Impact level: The instructor collecting completed forms, evaluating them, and providing feedback represents the results level. It assesses the application of knowledge in a real context.

影响程度：讲师收集完成的表格，对其进行评估并提供反馈代表结果程度。它评估知识在真实环境中的应用。

For the intervention group:

对于干预组：

1.

1.

Reaction level: Introduction of a mobile application for reading and translating the book might elicit different reactions from students. Their response to using smartphones and technology for learning is part of the reaction level.

反应层面：引入用于阅读和翻译本书的移动应用程序可能会引起学生的不同反应。他们对使用智能手机和技术进行学习的反应是反应水平的一部分。

2.

2.

Learning level: Using the application for reading and obtaining translations contributes to language learning. Conducting dental examinations and completing questionnaires through electronic forms enhances technological and clinical skills.

学习水平：使用应用程序阅读和获得翻译有助于语言学习。通过电子表格进行牙科检查和填写问卷可以提高技术和临床技能。

3.

3.

Behavioral level: Entering data directly into electronic forms within the application represents a behavioral change. Students adapt to using digital tools for practical tasks.

行为级别：将数据直接输入到应用程序内的电子表单中表示行为改变。学生适应使用数字工具完成实际任务。

4.

4.

Impact level: The results level is reached when the data entered the electronic forms is submitted to the instructor for evaluation and feedback. This stage assesses the application of knowledge in a digital context.

影响级别：当输入电子表格的数据提交给讲师进行评估和反馈时，即达到结果级别。。

The current research presents several notable strengths. It effectively contrasts two distinct educational approaches: technology-enhanced learning via a mobile application and conventional self-directed learning activities. This comparative framework facilitates a deeper comprehension of how varying educational modalities influence student learning outcomes within the context of clinical education.

目前的研究呈现出几个显着的优势。它有效地对比了两种不同的教育方法：通过移动应用程序的技术增强学习和传统的自主学习活动。这个比较框架有助于更深入地理解不同的教育方式如何影响临床教育背景下的学生学习成果。

The instructional materials were meticulously aligned with the undergraduate dental curriculum and derived from a reputable manual provided by the World Health Organization. This alignment guarantees that the educational content is pertinent, standardized, and directly relevant to the students’ prospective professional endeavors.

教学材料与本科牙科课程一丝不苟地保持一致，并源自世界卫生组织提供的著名手册。。

Both participant groups undertook practical dental examinations, affording students essential hands-on experience. This experiential component not only enriches the learning process but also enables students to apply theoretical concepts in practical scenarios, thereby solidifying their grasp of oral health needs assessments.

两个参与者小组都进行了实用的牙科检查，为学生提供了必要的实践经验。这种经验成分不仅丰富了学习过程，而且使学生能够将理论概念应用于实际情景，从而巩固了他们对口腔健康需求评估的掌握。

The incorporation of a mobile application aligns with the increasing shift towards digital learning in educational settings. The application not only grants access to educational resources but also facilitates immediate data entry and feedback, which can enhance student engagement and promote a more interactive learning environment.

移动应用程序的加入与教育环境中数字学习的日益转变相一致。该应用程序不仅允许访问教育资源，而且有助于立即输入数据和反馈，这可以增强学生的参与度并促进更具互动性的学习环境。

Furthermore, the utilization of questionnaires and clinical forms to evaluate knowledge and skills offers a comprehensive assessment of student performance.There are several limitations associated with this study that warrant careful consideration: 1. The research findings are confined to a single dental school, which raises concerns regarding the broader applicability of the results.

此外，利用问卷和临床表格来评估知识和技能，可以全面评估学生的表现。这项研究有几个局限性值得仔细考虑：1。研究结果仅限于一所牙科学校，这引起了人们对结果更广泛适用性的担忧。

2. The absence.

2、缺席。

Data availability

数据可用性

The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.

在当前研究期间生成和/或分析的数据集可根据合理要求从通讯作者处获得。

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Kates AW, Wu H, Coryn CL. The effects of mobile phone use on academic performance: A meta-analysis. Computers Educ. 2018;127:107–12.Article

Kates AW，Wu H，Coryn CL.手机使用对学习成绩的影响：荟萃分析。计算机教育。2018年；127:107–12.文章

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Download referencesAcknowledgementsA financial grant by Shahid Beheshti School of Dentistry, deputy for research and the contribution of all students who completed the questionnaires are appreciated.FundingThe study was supported by the Shahid Beheshti School of Dentistry, Deputy for Research, under research fund No.

下载参考文献致谢Shahid Beheshti牙科学院的财政资助，研究副教授，感谢所有完成问卷调查的学生的贡献。资助这项研究得到了研究代理Shahid Beheshti牙科学院的支持，研究基金编号为。

29770. The funder had no influence on any stage of the study.Author informationAuthors and AffiliationsDepartment of Community Oral Health, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, IranHadi GhasemiDepartment of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, IranHadi Ghasemi, Amin Habibi & Soleiman AhmadyAuthorsHadi GhasemiView author publicationsYou can also search for this author in.

资助者对研究的任何阶段都没有影响。作者信息作者和附属机构德黑兰沙希德·贝赫什蒂医科大学牙科学院社区口腔健康系，德黑兰沙希德·贝赫什蒂医科大学医学教育与管理虚拟学院医学教育系，德黑兰沙希德·贝赫什蒂医科大学，伊拉哈迪·加塞米，阿明·哈比比和索莱曼·艾哈迈迪·奥瑟沙迪·加塞米维作者出版物您也可以在中搜索这位作者。

PubMed Google ScholarAmin HabibiView author publicationsYou can also search for this author in

PubMed Google ScholarAmin HabibiView作者出版物您也可以在

PubMed Google ScholarSoleiman AhmadyView author publicationsYou can also search for this author in

PubMed Google ScholarContributionsConceptualization: HG, SA, AH. Data curation: HG. Formal analysis: HG. Funding acquisition: HG. Methodology: HG, SA, AH. Project administration: HG. Visualization: HG, SA, AH. Writing – original draft: HG. Writing – review & editing: HG, SA, AH.Corresponding authorCorrespondence to.

PubMed谷歌学术贡献概念：HG，SA，AH。数据管理：HG。形式分析：HG。资金收购：HG。方法学：HG，SA，AH。项目管理：HG。可视化：HG，SA，AH。写作-原稿：HG。写作-评论和编辑：HG，SA，AH。对应作者对应。

Hadi Ghasemi.Ethics declarations

哈迪·加塞米。道德宣言

Competing interests

相互竞争的利益

The authors declare no competing interests.

作者声明没有利益冲突。

Ethical approval & consent to participate

道德认可和参与同意

The study was approved by the Ethics Committee of the Shahid Beheshti School of Dentistry under the ethical code IR.SBMU.DRC.REC.1400.081. The students’ agreement to complete the questionnaire was considered as informed consent for participation in the research.

这项研究得到了Shahid Beheshti牙科学院伦理委员会的批准，符合道德规范IR.SBMU.DRC。记录1400.081。学生同意完成问卷被认为是参与研究的知情同意。

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Reprints and permissionsAbout this articleCite this articleGhasemi, H., Habibi, A. & Ahmady, S. Designing and implementation of a mobile application for teaching population oral health needs assessment for dental students; a non-randomized trial.

转载和许可本文引用本文Ghasemi，H.，Habibi，A。＆Ahmady，S。设计和实现用于教学人群口腔健康需求评估的移动应用程序牙科学生；非随机试验。

BDJ Open 10, 97 (2024). https://doi.org/10.1038/s41405-024-00287-4Download citationReceived: 03 October 2024Revised: 02 December 2024Accepted: 03 December 2024Published: 22 December 2024DOI: https://doi.org/10.1038/s41405-024-00287-4Share this articleAnyone you share the following link with will be able to read this content:Get shareable linkSorry, a shareable link is not currently available for this article.Copy to clipboard.

BDJ公开赛10，97（2024）。https://doi.org/10.1038/s41405-024-00287-4Download引文接收日期：2024年10月3日修订日期：2024年12月2日接受日期：2024年12月3日发布日期：2024年12月22日OI：https://doi.org/10.1038/s41405-024-00287-4Share本文与您共享以下链接的任何人都可以阅读此内容：获取可共享链接对不起，本文目前没有可共享的链接。复制到剪贴板。

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