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Section 1 comprised questions PTEN on theoretical/conceptual/cognitive skills, with fifty sentences that could be true or false, addressing various topics of ART. Section 2 had written tests that comprised cognitive reasoning-contextualization, with five clinical situations illustrated with photographs and radiographs. Section 3 also had a written test regarding observation in the clinical setting, with five short films from clinical videos and/or the Virtual Man project. The film sections were exhibited twice for all participants at the same time, with an interval of thirty seconds between each exhibition. The three sections, combined, assessed the dentists�� theoretic-scientific knowledge on the topic, evaluated their ability to make decisions in different circumstances, and tested their adeptness in identifying aspects of different ART-related Belnacasan nmr situations and procedures. The maximum time allowed for each section was thirty-five minutes. In a previous study [23], due to the subjectivity involved when correcting the written answers, two researchers underwent a calibration exercise. One of these researchers performed the correction of all tests in the present study (intraexaminer reproducibility CCI=0.991; 95% IC=0.975�C0.996). To evaluate the performance of each student, a paired t-test was used to compare the means between grades from Assessment 1 (before course) and 2 (after course). To compare the groups�� performance (undergraduate and graduate), we applied the Student��s t-test to the Assessment 2 mean (after the course), Results One hundred and twenty undergraduate students were invited to participate in the study. Thirty-eight of these performed the evaluation process completely; and, of 41 graduate students invited, 38 finished the survey (Response rate: undergraduate group 38%; graduate group, 93%). Thus, the e-learning strategy was evaluated through the performance of 76 students who attended the course. Data from the initial questionnaire are summarized in Tables?1 and ?and22. Table 1 Personal data from the undergraduate and graduate groups Table 2 Students�� background in ART The mean grades of each student GF109203X concentration before and after the course were compared, initially considering each sector of the test and also the means of these three sectors, showing a statistically significant difference (p