LEARNING BY CONCORDANCE MODULE: A COLLABORATIVE TOOL FOR THE
MANAGEMENT OF DEEP CARIOUS LESION
R. RICHERT1, J. SANTAMARIA1, V. CHEVALIER2, F. DECUP3, C MOCQUOT3, S. DOMEJEAN4, C.
WAGNER5, G. SAVARD5, M. STRUB6, C. VILLAT1, M. DUCRET1, M.A. GASQUI1.
1
Faculté d’Odontologie de Lyon, 2Faculté d’Odontologie de Brest, 3UFR d’Odontologie Unique d’Université Paris Cité,
4
UFR d’Odontologie de Clermont-Ferrand, 5Faculté d’Odontologie de Tours, 6Faculté d’Odontologie de Strasbourg
INTRODUCTION:
Assessing by concordance (Script Concordance
Tests) was introduced in another abstract as an
assessment tool. This educational modality share a
common conceptual framework with Learning by
Concordance (LbC) and Charlin argued that these
two modalities are optimized if used together. LbC
stems from the script theory applied to the reasoning
of health professionals (1).
LbC is an on-line educational strategy that makes
learners practice reasoning competency in case-based
clinical situations. It is designed to prepare students
for the complexity and uncertainty of practice
following this mental path: activation of knowledge,
raising questions, and creating a need to learn.
Thus, LbC is only relevant in case of complex clinical
cases (ie in context of uncertainty). Position
statements on vital pulp therapy are not consensual
worldwide as European and American guidelines are
not in total agreement (2). On a national perspective,
as shown by questionnaire survey investigated with
the help of CNEOC, no consensus has yet been
established in management of deep carious lesion in
young adult through the different French national
faculties (3).
This project aims to create a French national learning
tool for the management of deep carious lesion
through the building of an online LbC learning
module, involving experts on a national scale.
MATERIAL AND METHOD:
Steps of building LbC module (4):
Vignette: clinical case that place participants in a
simulated clinical situation online.
Questions: (hypothesis/new information/likert scale
for answer) the questions asked are similar to those
professionals ask themselves in their practice.
The vignette and question are a SCT. The feedback
described hereunder then transforms the SCT in a
LbC.
Immediate feedback in three-fold:
ü Participant answers compared to those of a
reference panel of experts
ü Justification of each expert for their answer that
provides rich contextual knowledge about the
situation
ü Educational synthesis on each topic that
summarizes crucial points with guidelines and
references.
Online satisfaction questionnaire (end of module).
The following SCT will be shared by QR code
(coming from Wooclap platform) to the meeting for
example.
scénario
Nouvelle
hypothèse informa5on
DISCUSSION & CONCLUSION:
Ideally, the reference panel should be composed of
experts from each of the French faculties.
The module is preferentially destined to students
already in clinic since management of deep carious
lesions requires some clinical experience to collect
hints.
LbC offers the possibility to be validated before
starting a clinical internship. For example, this
strategy was recently proposed by the University of
Strasbourg (module in pedodontic traumatology).
RELEVANCE: LbC seems a relevant collaborative
tool to use in a path towards management of deep
carious lesions in French faculties and eventually
LbC could be a tool to construction of guidelines.
REFERENCES:
1. Charlin B, Roy L, Brailovsky C, Goulet F, van der Vleuten C. The Script Concordance
test: a tool to assess the reflective clinician. Teach Learn Med. 2000;12(4):189‑95.
2. European Society of Endodontology (ESE) developed by:, Duncan HF, Galler KM,
Tomson PL, Simon S, El‐Karim I, et al. European Society of Endodontology position
statement: Management of deep caries and the exposed pulp. Int Endod J. juill
3.
2019;52(7):923‑34 & AAE Position Statement on Vital Pulp Therapy.
Gasqui MA, Laforest L, Le Clerc J, Ceinos R, Chemla F, Chevalier V, et al. Knowledge
and Opinions of French Dental Students in Operative Dentistry - Management of Deep
Carious Lesions. Oral Health Prev Dent. 7 janv 2021;19(1):627‑34.
4. Charlin B, Deschênes MF, Fernandez N. Learning by concordance (LbC) to develop
professional reasoning skills: AMEE Guide No. 141. Med Teach. 3 juin
2021;43(6):614‑21.