Social MediaNCT07184359
Application of Social Media as a Supporting Tool in the Teaching and Learning Process of Dentistry Students
A study testing Traditional Learning, Passive Social Media and Active Social Media in people with Social Media and Dental Education and Teaching Learning Processes, run by Karina Lopes Devito at 1 site in Brazil.
Trial summary
This study aims to explore dental students' perceptions of the role of Information and Communication Technologies (ICT) in supporting the teaching and learning process, particularly within the university setting. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Social Media, Dental Education and Teaching Learning Processes
- What is being tested?
- Traditional Learning, Passive Social Media and Active Social Media
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- 1 siteBrazil
- Study dates
- 14 Jan 2024to 20 Jan 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Students aged 18 years or older, of any gender.
- Regular enrollment in the Dental Radiology course at the School of Dentistry, Federal University of Juiz de Fora (UFJF), Juiz de Fora campus.
- Voluntary agreement to participate in the study, confirmed by signing the Informed Consent Form.
Who cannot join
- Students who report audiovisual discomfort when using smartphones or computers.
- Individuals who are not users of social media.
- Lack of internet access.
- Presence of medical or psychological contraindications to the use of electronic devices.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
About this study
Official title: The Use of Social Media as an Auxiliary Tool in the Teaching-learning Process of Dental Students
This study aims to explore dental students' perceptions of the role of Information and Communication Technologies (ICT) in supporting the teaching and learning process, particularly within the university setting. It seeks to identify gaps at the interface between information gathering, education, and ICT, providing valuable insights into students' awareness and acceptance of the content they access. The findings are expected to contribute to optimizing the use of ICT as an educational support tool, strengthening the curriculum, and preparing future dentists to better understand the interaction between ICT and teaching. Ultimately, this will help foster a generation of more qualified professionals.
Read the detailed description
The sample will consist of 90 undergraduate students from the School of Dentistry at the Federal University of Juiz de Fora (UFJF), aged 18 years or older, who are regularly enrolled in the Dental Radiology course.
Recruitment will take place during the course sessions, through announcements made by the course instructors. The research team will only have access to participants' data after the student voluntarily makes contact and provides their information. All students who express interest and meet the inclusion criteria will be enrolled as volunteers.
Participants will be fully informed about the objectives and procedures of the study and will sign the Informed Consent Form (ICF). Each volunteer will receive a confidential identification number, which will be linked to their responses and will allow the exclusion of their data should they choose to withdraw from the study. Withdrawal may occur at any time, without any harm or disadvantage. In case of withdrawal, the participant need only notify the principal investigator, and their data will be excluded, ensuring the anonymity of all volunteers.
The results will not be presented individually, but only in aggregate form, without any identification of participants. All data collected will be accessible only to the principal investigator and the research team.
After signing the ICF, participants will be randomly allocated, by drawing lots, into three experimental groups:
Traditional Learning Group (n = 30): students undergoing the teaching-learning process without complementary content on social media; Passive Social Media Supplement Group (n = 30): students undergoing the teaching-learning process with complementary content on social media, consumed passively; Active Social Media Engagement Group (n = 30): students undergoing the teaching-learning process with complementary content through the production of audiovisual material, later shared on social media, representing active consumption.
The social media platform used will be the one identified as most frequently accessed by the students in a prior survey. The complementary digital material will cover topics from the Dental Radiology curriculum, including: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions.
The content for G2 will be developed by students from G3, under the supervision of the course instructor and research team member (KLD). For G3, the materials will be produced and posted by the students themselves, after faculty review.
At the end of the activities, students' performance will be assessed through the Objective Structured Clinical Examination (OSCE), composed of five stations simulating clinical situations, with predetermined criteria and timing for each task. The competencies to be assessed will include: a) radiographic techniques; b) dental numbering notation; c) radiographic anatomy; d) radiographic interpretation of caries/restorations; and e) radiographic periodontal diagnosis.
At no stage will individual results be disclosed to other students or to anyone outside the research team. All data will remain restricted to the principal investigator and the research team and will be presented only in aggregate and anonymized form.
- Being tested
- Traditional Learning, Passive Social Media, Active Social Media
- Keywords
- Social Media, Dental Education, Radiology, Information and Communication Technology, Teaching Learning Processes
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Traditional LearningBehavioural
All participants will have access to the conventional teaching-learning process (lecture-based classes). These theoretical classes will be delivered as part of the Dental Radiology course. During the semester, the topics covered will include intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions.
Passive Social MediaBehavioural
The second group (Passive Social Media Supplement Group) will participate in the conventional teaching-learning process, supplemented by the passive consumption of educational content on social media, produced by the third group. The materials consumed will include the following content: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions.
Active Social MediaBehavioural
The third group (Active Social Media Engagement Group) will participate in the conventional teaching-learning process, supplemented by the creation of educational audiovisual materials, which will subsequently be shared on social media and accessed both by their own group and by the second group. The materials will cover the following topics: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions.
| Study group | Role | What they receive |
|---|---|---|
| Traditional Learning Group | Active comparator | Teaching-learning process carried out without the inclusion of supplementary content on social media platforms. Receives: Behavioral: Traditional Learning |
| Passive Social Media Supplement Group | Experimental | Teaching-learning process supplemented with content passively accessed through social media. Receives: Behavioral: Traditional Learning; Behavioral: Passive Social Media |
| Active Social Media Engagement Group | Experimental | Teaching-learning process supplemented with content actively produced and shared through social media. Receives: Behavioral: Traditional Learning; Behavioral: Passive Social Media; Behavioral: Active Social Media |
What is being measured
The primary outcome is the main question the study is designed to answer.
Overall OSCE Score
The study will use the Objective Structured Clinical Examination (OSCE) to assess students' clinical competencies in a standardized and objective manner. Participants will rotate through five consecutive stations designed to evaluate specific skills under controlled conditions. One active station will involve performing a periapical radiograph while following biosafety, radioprotection, and processing protocols. Four passive stations will focus on case analysis, interpretation, and clinical decision-making. Each station will include a structured checklist with predefined criteria and will be scored from zero to 100, with 100 being the best result. All participants will complete the stations in the same sequence, and the final score will be calculated by summing the points obtained and dividing by the number of stations, providing a standardized performance score, with the best result corresponding to the highest score.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Secondary outcomes (5)
Active Station Score
After one minute of reading a simulated clinical case, the student will perform a periapical radiograph using an artificial dental skull model. During this activity, the student is expected to correctly apply biosafety and radioprotection principles, as well as the procedures for radiograph acquisition and processing. At this station, the student will be assessed using a structured checklist with predefined criteria, receiving a score ranging from 0 to 100 points, with 100 representing the highest performance. This station has a total duration of six minutes.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
First Passive Station Score
After one minute of reading a simulated case, the student will interpret a periapical radiograph. They must describe the radiographic technique used, identify the side imaged (right or left; maxillary or mandibular arch), indicate the numerical notation of the teeth shown, and name the visible anatomical structures. At this station, the student will be assessed using a structured checklist with predefined criteria, receiving a score ranging from 0 to 100 points, with 100 representing the highest performance. This station has a total duration of six minutes.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Second Passive Station Score
After one minute of reading a clinical case, the student will interpret a periapical radiograph, describing the technique used, the side imaged, the numerical notation of the teeth present, and identifying the anatomical structures shown. At this station, the student will be assessed using a structured checklist with predefined criteria, receiving a score ranging from 0 to 100 points, with 100 representing the highest performance. This station has a total duration of six minutes.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Third Passive Station Score
After one minute of reading a clinical case, the student will interpret the periapical radiograph, describing the radiographic technique, the side imaged, the dental notation, and anatomical structures. Additionally, they must classify the bone defect shown in the image and comment on the etiological factor related to the observed periodontal condition. At this station, the student will be assessed using a structured checklist with predefined criteria, receiving a score ranging from 0 to 100 points, with 100 representing the highest performance. This station has a total duration of six minutes.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Fourth Passive Station Score
After one minute of reading, the student will interpret the periapical radiograph, describing the technique used, the side imaged, dental notation, and anatomical structures. Additionally, they must assess, based on the image, the need for tooth extraction and prepare a complete radiographic report. At this station, the student will be assessed using a structured checklist with predefined criteria, receiving a score ranging from 0 to 100 points, with 100 representing the highest performance. This station has a total duration of six minutes.
Measured: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted19 Sep 2025
- Study start14 Jan 2024
- Primary completion12 Jan 2026 (estimated)
- Study completion20 Jan 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (15)Papers the sponsor has linked to this study.
- Other trials for Social MediaStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 90 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Karina Lopes Devito
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Karina Lopes Devito, Federal University of Juiz de Fora
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07184359
- Sponsor's protocol ID
- CAAE: 74616923.5.0000.5147
- Status last verified
- Sep 2025
- First submitted
- 14 Sep 2025
- Last updated
- 3 Dec 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Stellefson M, Paige SR, Chaney BH, Chaney JD. Evolving Role of Social Media in Health Promotion: Updated Responsibilities for Health Education Specialists. Int J Environ Res Public Health. 2020 Feb 12;17(4):1153. doi: 10.3390/ijerph17041153.
PubMed 32059561Soltanimehr E, Bahrampour E, Imani MM, Rahimi F, Almasi B, Moattari M. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC Med Educ. 2019 Jun 25;19(1):233. doi: 10.1186/s12909-019-1649-0.
PubMed 31238927Rajeh MT, Sembawa SN, Nassar AA, Al Hebshi SA, Aboalshamat KT, Badri MK. Social media as a learning tool: Dental students' perspectives. J Dent Educ. 2021 Apr;85(4):513-520. doi: 10.1002/jdd.12478. Epub 2020 Nov 20.
PubMed 33219515Neiva GF, Hasslen JA, Bompolaki D, Pugach-Gordon M, Wright W, Kumar SS. Social media in dental education: The need for institutional policies and content regulation. J Dent Educ. 2023 Oct;87(10):1476-1480. doi: 10.1002/jdd.13310. Epub 2023 Jul 7. No abstract available.
PubMed 37419870McAndrew M, Johnston AE. The role of social media in dental education. J Dent Educ. 2012 Nov;76(11):1474-81.
PubMed 23144483Latif MZ, Hussain I, Saeed R, Qureshi MA, Maqsood U. Use of Smart Phones and Social Media in Medical Education: Trends, Advantages, Challenges and Barriers. Acta Inform Med. 2019 Jun;27(2):133-138. doi: 10.5455/aim.2019.27.133-138.
PubMed 31452573Kumar V, Gadbury-Amyot CC. Predoctoral Curricular Revision for Dental Radiographic Interpretation Competence Based on OSCE Results. J Dent Educ. 2019 Oct;83(10):1233-1239. doi: 10.21815/JDE.019.112. Epub 2019 Jun 10.
PubMed 31182621Kenny P, Johnson IG. Social media use, attitudes, behaviours and perceptions of online professionalism amongst dental students. Br Dent J. 2016 Nov 18;221(10):651-655. doi: 10.1038/sj.bdj.2016.864.
PubMed 27857111Kalantari M, Zadeh NL, Agahi RH, Navabi N, Hashemipour MA, Nassab AHG. Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students. J Educ Health Promot. 2017 May 5;6:28. doi: 10.4103/jehp.jehp_97_15. eCollection 2017.
PubMed 28584828Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of clinical competence using objective structured examination. Br Med J. 1975 Feb 22;1(5955):447-51. doi: 10.1136/bmj.1.5955.447.
PubMed 1115966Graham R, Zubiaurre Bitzer LA, Mensah FM, Anderson OR. Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. J Dent Educ. 2014 May;78(5):694-702.
PubMed 24789829Dias da Silva MA, Pereira AC, Walmsley AD. Who is providing dental education content via YouTube? Br Dent J. 2019 Mar;226(6):437-440. doi: 10.1038/s41415-019-0046-8.
PubMed 30903071Chan TM, Dzara K, Dimeo SP, Bhalerao A, Maggio LA. Social media in knowledge translation and education for physicians and trainees: a scoping review. Perspect Med Educ. 2020 Feb;9(1):20-30. doi: 10.1007/s40037-019-00542-7.
PubMed 31834598Arnett MR, Christensen HL, Nelson BA. A school-wide assessment of social media usage by students in a US dental school. Br Dent J. 2014 Nov;217(9):531-5. doi: 10.1038/sj.bdj.2014.956.
PubMed 25377826Almomani EY, Qablan AM, Atrooz FY, Almomany AM, Hajjo RM, Almomani HY. The Influence of Coronavirus Diseases 2019 (COVID-19) Pandemic and the Quarantine Practices on University Students' Beliefs About the Online Learning Experience in Jordan. Front Public Health. 2021 Jan 13;8:595874. doi: 10.3389/fpubh.2020.595874. eCollection 2020.
PubMed 33520916
Study at a glance
From the registry record, last updated by the sponsor on 3 Dec 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Use of Social Media as an Auxiliary Tool in the Teaching-learning Process of Dental Students
- ClinicalTrials.gov ID
- NCT07184359
- Acronym / sponsor ID
- CAAE: 74616923.5.0000.5147
- Keywords
- Social Media, Dental Education, Radiology, Information and Communication Technology, Teaching Learning Processes
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 90 participants (estimated)
- Lead sponsor
- Karina Lopes DevitoUniversity, hospital or other
- Study start
- 14 Jan 2024 (actual)
- Primary completion
- 12 Jan 2026 (estimated)
- Study completion
- 20 Jan 2026 (estimated)
- First posted
- 19 Sep 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to explore dental students' perceptions of the role of Information and Communication Technologies (ICT) in supporting the teaching and learning process, particularly within the university setting. It seeks to identify gaps at the interface between information gathering, education, and ICT, providing valuable insights into students' awareness and acceptance of the content they access. The findings are expected to contribute to optimizing the use of ICT as an educational support tool, strengthening the curriculum, and preparing future dentists to better understand the interaction between ICT and teaching. Ultimately, this will help foster a generation of more qualified professionals.
Detailed description
The sample will consist of 90 undergraduate students from the School of Dentistry at the Federal University of Juiz de Fora (UFJF), aged 18 years or older, who are regularly enrolled in the Dental Radiology course.
Recruitment will take place during the course sessions, through announcements made by the course instructors. The research team will only have access to participants' data after the student voluntarily makes contact and provides their information. All students who express interest and meet the inclusion criteria will be enrolled as volunteers.
Participants will be fully informed about the objectives and procedures of the study and will sign the Informed Consent Form (ICF). Each volunteer will receive a confidential identification number, which will be linked to their responses and will allow the exclusion of their data should they choose to withdraw from the study. Withdrawal may occur at any time, without any harm or disadvantage. In case of withdrawal, the participant need only notify the principal investigator, and their data will be excluded, ensuring the anonymity of all volunteers.
The results will not be presented individually, but only in aggregate form, without any identification of participants. All data collected will be accessible only to the principal investigator and the research team.
After signing the ICF, participants will be randomly allocated, by drawing lots, into three experimental groups:
Traditional Learning Group (n = 30): students undergoing the teaching-learning process without complementary content on social media; Passive Social Media Supplement Group (n = 30): students undergoing the teaching-learning process with complementary content on social media, consumed passively; Active Social Media Engagement Group (n = 30): students undergoing the teaching-learning process with complementary content through the production of audiovisual material, later shared on social media, representing active consumption.
The social media platform used will be the one identified as most frequently accessed by the students in a prior survey. The complementary digital material will cover topics from the Dental Radiology curriculum, including: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions.
The content for G2 will be developed by students from G3, under the supervision of the course instructor and research team member (KLD). For G3, the materials will be produced and posted by the students themselves, after faculty review.
At the end of the activities, students' performance will be assessed through the Objective Structured Clinical Examination (OSCE), composed of five stations simulating clinical situations, with predetermined criteria and timing for each task. The competencies to be assessed will include: a) radiographic techniques; b) dental numbering notation; c) radiographic anatomy; d) radiographic interpretation of caries/restorations; and e) radiographic periodontal diagnosis.
At no stage will individual results be disclosed to other students or to anyone outside the research team. All data will remain restricted to the principal investigator and the research team and will be presented only in aggregate and anonymized form.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Traditional Learning Group | Active comparator | Behavioral: Traditional LearningTeaching-learning process carried out without the inclusion of supplementary content on social media platforms. |
| Passive Social Media Supplement Group | Experimental | Behavioral: Traditional Learning, Behavioral: Passive Social MediaTeaching-learning process supplemented with content passively accessed through social media. |
| Active Social Media Engagement Group | Experimental | Behavioral: Traditional Learning, Behavioral: Passive Social Media, Behavioral: Active Social MediaTeaching-learning process supplemented with content actively produced and shared through social media. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Students aged 18 years or older, of any gender.
- Regular enrollment in the Dental Radiology course at the School of Dentistry, Federal University of Juiz de Fora (UFJF), Juiz de Fora campus.
- Voluntary agreement to participate in the study, confirmed by signing the Informed Consent Form.
Key exclusion criteria (4 listed)
- Students who report audiovisual discomfort when using smartphones or computers.
- Individuals who are not users of social media.
- Lack of internet access.
- Presence of medical or psychological contraindications to the use of electronic devices.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Traditional LearningAll participants will have access to the conventional teaching-learning process (lecture-based classes). These theoretical classes will be delivered as part of the Dental Radiology course. During the semester, the topics covered will include intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions. | Behavioural | Active Social Media Engagement Group, Passive Social Media Supplement Group, Traditional Learning Group |
| Passive Social MediaThe second group (Passive Social Media Supplement Group) will participate in the conventional teaching-learning process, supplemented by the passive consumption of educational content on social media, produced by the third group. The materials consumed will include the following content: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions. | Behavioural | Active Social Media Engagement Group, Passive Social Media Supplement Group |
| Active Social MediaThe third group (Active Social Media Engagement Group) will participate in the conventional teaching-learning process, supplemented by the creation of educational audiovisual materials, which will subsequently be shared on social media and accessed both by their own group and by the second group. The materials will cover the following topics: intraoral radiographic techniques, radiographic processing, intraoral radiographic anatomy, and dental and periodontal alterations and lesions. | Behavioural | Active Social Media Engagement Group |
Primary outcome
Overall OSCE Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
The study will use the Objective Structured Clinical Examination (OSCE) to assess students' clinical competencies in a standardized and objective manner. Participants will rotate through five consecutive stations designed to evaluate specific skills under controlled conditions. One active station will involve performing a periapical radiograph while following biosafety, radioprotection, and processing protocols. Four passive stations will focus on case analysis, interpretation, and clinical decision-making. Each station will include a structured checklist with predefined criteria and will be scored from zero to 100, with 100 being the best result. All participants will complete the stations in the same sequence, and the final score will be calculated by summing the points obtained and dividing by the number of stations, providing a standardized performance score, with the best result corresponding to the highest score.
5 secondary outcomes
Active Station Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
First Passive Station Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Second Passive Station Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Third Passive Station Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Fourth Passive Station Score
Time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Dec 2025.
- Background: PubMed 32059561Stellefson M, Paige SR, Chaney BH, Chaney JD. Evolving Role of Social Media in Health Promotion: Updated Responsibilities for Health Education Specialists. Int J Environ Res Public Health. 2020 Feb 12;17(4):1153. doi: 10.3390/ijerph17041153.
- Background: PubMed 31238927Soltanimehr E, Bahrampour E, Imani MM, Rahimi F, Almasi B, Moattari M. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC Med Educ. 2019 Jun 25;19(1):233. doi: 10.1186/s12909-019-1649-0.
- Background: PubMed 33219515Rajeh MT, Sembawa SN, Nassar AA, Al Hebshi SA, Aboalshamat KT, Badri MK. Social media as a learning tool: Dental students' perspectives. J Dent Educ. 2021 Apr;85(4):513-520. doi: 10.1002/jdd.12478. Epub 2020 Nov 20.
- Background: PubMed 37419870Neiva GF, Hasslen JA, Bompolaki D, Pugach-Gordon M, Wright W, Kumar SS. Social media in dental education: The need for institutional policies and content regulation. J Dent Educ. 2023 Oct;87(10):1476-1480. doi: 10.1002/jdd.13310. Epub 2023 Jul 7. No abstract available.
- Background: PubMed 23144483McAndrew M, Johnston AE. The role of social media in dental education. J Dent Educ. 2012 Nov;76(11):1474-81.
- Background: PubMed 31452573Latif MZ, Hussain I, Saeed R, Qureshi MA, Maqsood U. Use of Smart Phones and Social Media in Medical Education: Trends, Advantages, Challenges and Barriers. Acta Inform Med. 2019 Jun;27(2):133-138. doi: 10.5455/aim.2019.27.133-138.
- Background: PubMed 31182621Kumar V, Gadbury-Amyot CC. Predoctoral Curricular Revision for Dental Radiographic Interpretation Competence Based on OSCE Results. J Dent Educ. 2019 Oct;83(10):1233-1239. doi: 10.21815/JDE.019.112. Epub 2019 Jun 10.
- Background: PubMed 27857111Kenny P, Johnson IG. Social media use, attitudes, behaviours and perceptions of online professionalism amongst dental students. Br Dent J. 2016 Nov 18;221(10):651-655. doi: 10.1038/sj.bdj.2016.864.
- Background: PubMed 28584828Kalantari M, Zadeh NL, Agahi RH, Navabi N, Hashemipour MA, Nassab AHG. Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students. J Educ Health Promot. 2017 May 5;6:28. doi: 10.4103/jehp.jehp_97_15. eCollection 2017.
- Background: PubMed 1115966Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of clinical competence using objective structured examination. Br Med J. 1975 Feb 22;1(5955):447-51. doi: 10.1136/bmj.1.5955.447.
- Background: PubMed 24789829Graham R, Zubiaurre Bitzer LA, Mensah FM, Anderson OR. Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. J Dent Educ. 2014 May;78(5):694-702.
- Background: PubMed 30903071Dias da Silva MA, Pereira AC, Walmsley AD. Who is providing dental education content via YouTube? Br Dent J. 2019 Mar;226(6):437-440. doi: 10.1038/s41415-019-0046-8.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Traditional Learning, Passive Social Media and Active Social Media in people with Social Media and Dental Education and Teaching Learning Processes, run by Karina Lopes Devito at 1 site in Brazil.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: enrolling by invitation, as of the sponsor's last update on 3 Dec 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Brazil. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Overall OSCE Score (time frame: The assessment will be conducted at the end of each academic semester, specifically in the 15th week after the beginning of the semester, in accordance with the institution's academic calendar.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07184359, which also lists 15 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Dec 2025.