Co-designed model for training undergraduate students on caries lesions assessment: qualitatively integrating user challenges into the educational solution

Background Undergraduate tutored active training in caries lesion assessment has shown promising results. However, despite users’ think-pair sharing (interactivity), a previously fixed educational script has been followed during such training. This paper describes the development and reports preliminary results of implementing a proposal including co-design educational modules for training undergraduate students in caries lesion assessment based on their difficulties. Methods The original educational proposal was the starting point (IuSTC-01). The co-designed modules were created based on challenges raised by the users using gamified tools in specific query tools. The subsequent sections incorporated the identified difficulties to address their needs effectively. Tutor’s training was provided to ensure they could individualize the standard educational activity for a particular group of students. The first implementation of such adaptations was proposed for students enrolled in 2024. Difficulties reported in query sessions were qualitatively analyzed using MAXQDA and Voyant software. The impact of the activity individualization was then graphically schematized and qualitatively compared to the initial one. Students’ feedback about their learning experience was reported using a 5-point Likert scale and qualitatively using a word to express such experience. Results 67 students were enrolled in the implementation of the novel educational modules. 13 clinical cases were presented and discussed as the original educational activity. However, 5 query tools were created in the novel co-designed model to identify students’ perceptions and difficulties. Then, the sequence of cases was divided into three blocks, and the activity was co-designed based on the previous query. The queries received, on average, 48 students feedback on query tools (response rate: 72%). Students’ difficulties were initially similar and changed during the activity, being considered by tutors at the appropriate moment. Similar paths were designed in different groups, but small adaptations were possible for individualizing the educational activity for each group. Students generally rated the activity well (mean = 4.7) and qualified it mostly using positive words. Conclusion The co-designed gamified resource has been developed and may be a promising tool for improving undergraduate training in caries lesion assessment and individualizing it to groups of students according to their specific needs. Trial Registration IuSTC01 https//doi.org/10.2196/resprot.7414. Clinical trial number not applicable