Visual interpretation of panoramic radiographs in dental students using eye-tracking technology

Purpose While eye-tracking technology is a validated tool in the field of education it is still in its infancy in the field of Pediatric Dentistry. The primary aim of this study was to determine dental undergraduates' search patterns and visual fixations while viewing panoramic radiographs (PR) using an eye-tracker. The secondary aim was to decide on the potential opportunities to enhance teaching-learning strategies when studying these radiographs. Methods Sixty-five dental undergraduates in the final year of their dental education consented to and participated in this study. A Tobii Pro Nano screen-based eye-tracking camera was mounted to the lower edge of a laptop with five different PR uploaded onto the Tobii Studio software. Regions of Interest (ROIs) were pre-determined for the five PR. The participants (17 males and 48 females) viewed all the PR images with no time restrictions and a think-aloud protocol was exercised. Results The average view time for the PR was 245.58 +/- 106.7 s. Participants spent significantly less time examining the surrounding structures (14.85 s) than the dentitions (primary: 97.58 s and permanent: 37.58 s). Males demonstrated a slightly higher view time (290.88 +/- 97.7 s) than females (229.53 +/- 106.05 s). Conclusions The results revealed that though the participants focused on the ROI, most of them failed to make the correct diagnosis. In addition, the search patterns of the participants unveiled no sequential viewing of PR. Hence the need to revise the teaching-learning strategies for the systematic interpretation of PR images in the dental curriculum is warranted.

Automated summary

This study investigated the search patterns and visual fixations of dental undergraduates while viewing panoramic radiographs using eye-tracking technology. The results showed that most participants failed to make the correct diagnosis and there was no sequential viewing of the radiographs. Thus, the need to revise teaching strategies for interpreting panoramic radiographs in dental education is warranted.