Likewise, there were significantly fewer treatment errors in test group 1 ( P < 0.001) and 2 ( P < 0.001). The results of endodontic treatments were significantly better for test group 1 ( P < 0.001) and 2 ( P < 0.001) than for the control group. Test group 2 also completed a COVID-19-specific survey to measure students’ perceptions of how the pandemic affected their endodontic education. Test groups received a questionnaire to assess the learning application. Statistical analysis was done using Kruskal–Wallis and chi-squared tests. The quality of students’ first root canal treatment on real patients was compared using performance and radiographic assessment items. With the COVID-19 outbreak, test group 2 ( n = 35) had no face-to-face teaching however, endodontic patient treatments were included. In addition to the traditional curriculum, test group 1 ( n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. The control group ( n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. MethodsĪ total of 138 students in the initial clinical endodontic course participated in this study. With the COVID-19 outbreak, the application’s performance was investigated during the pandemic. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students’ first root canal treatment on real patients. E-learning has found its way into dental teaching in general and endodontic teaching in particular.
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