Digital Learning Meets Diagnostic Dentistry: A Mixed‐Methods Study to Evaluate Intraoral Periapical Radiograph Interpretation

INTRODUCTION: Despite increased use of e-learning, its value in developing practical diagnostic competencies, particularly in oral radiology, remains unclear. The purpose of this study was to evaluate changes in students' IOPAR interpretation scores and structured reporting after participation in an interactive, self-directed e-learning module. Student satisfaction was also evaluated. METHODS: The study used a mixed-methods cohort design. Third-year dental students participated in the module, and performance was assessed at 3 time points: pretest, immediately posttest, and a 1-month retention test. Compliance with radiographic reporting was evaluated through clinical documentation before and after the module. Student satisfaction was assessed using questionnaires and focus groups. Data were analysed using the Wilcoxon signed-rank test, Mann-Whitney U test, McNemar test, and thematic analysis. RESULTS: Overall, 50 students completed 150 assessments. Diagnostic interpretation improved across all time points (p < 0.001), and retention scores were 21.6 percentage points higher than posttest scores. Only documentation of the number of teeth showed a difference (p = 0.005); no differences were observed for the remaining reporting components (all p > 0.14). The total compliance score increased (p = 0.03), but the effect size was small (r = 0.20). Thematic analysis indicated high satisfaction with the module's clarity, flexibility, and clinical relevance; however, some students reported challenges related to case representativeness and technical access. CONCLUSION: A posttest-to-retention increase in IOPAR interpretation scores and modest improvements in structured reporting were observed. Positive student perceptions suggest the acceptability and potential curricular value of the module.