The use of group participation and an enquiry-based study guide with computer assisted learning

Current Products and Practice

Virtual learning environments (VLEs) are attractive solutions for the delivery of education on-line. Orthodontic education online has the potential to alleviate some of the problems caused by increasing demands on academic staff, the impact of the European work time directives and changes in junior doctors' hours. All act to constrain the effective training of orthodontic postgraduates. The design of a VLE is driven by modern concepts in learning and teaching, the structure, content and assessment methods will help determine the range of behaviours any programme hopes to encourage. This paper aims to provide information on how a modular specialist-training programme in the United Kingdom has been developed and enhanced by a VLE.

Using online periodontal case-based discussions to synchronize theoretical and clinical undergraduate dental education

BACKGROUND

Clinical experience is important in undergraduate dental education, but (suitable) patients to learn from are often lacking. Online case-based discussions were introduced to overcome patient dependency and to synchronize theoretical with clinical education.

MATERIALS AND METHODS

Undergraduate dental students in groups of 5-7 discussed online clinical case reports presenting either minor (2nd year) or complex periodontal pathology (3rd year). Each case consisted of a brief patient history, extra- and intra-oral clinical pictures, periodontal chart, peri-apical and/or orthopantomographic radiographs. Students had to discuss diagnosis and treatment planning. Questionnaires assessed students' and supervisors' general appreciation (score on 20), time investment and opinions about organisation, relation case/course content, future planning, learning effect and online environment (5-point Likert scale). A crossover design with three tests (pre-test, test in between and post-test) was used to investigate whether the frequency of case introduction (one case per week vs. one case element per week) had an effect on learning. Data was analysed with descriptive statistics (questionnaires) and repeated measures ANOVA (crossover design).

RESULTS

Students (n=119) and supervisors (n=9) highly appreciated the exercise. Students reported spending on average 74 min per week to read a case, prepare and post messages. Supervisors' total time investment was 342 min per semester to create a case, provide online feedback and to prepare a live-discussion. No significant differences in test-scores were found between the two modalities of case introduction.

CONCLUSION

Online case-based discussions, in conjunction with a theoretical course, are valuable additions to the dental curriculum, especially to reinforce the transition from theory to clinical practice.

Students' attitudes towards an on-line orthodontic learning resource

AIM

The purpose of this study was to develop an online undergraduate orthodontic e-course and assess its success as a learning resource from the students' perspective.

METHODOLOGY

The orthodontic e-course was composed of six main components; modules, photo gallery, clinical consultations, glossary, reading lists and resources. Four undergraduate orthodontic lectures were converted into a web-based format using text, photographs, PowerPoint presentations and animations. The sample was comprised of sixty-four third year undergraduate dental students at Birmingham Dental School, UK. Their average age was 20.7 years (age range: from 20-25 years). A questionnaire was developed to assess; course design, course delivery, course outcome and the potential use of the e-course as a teaching method.

RESULTS

There were no significant difference between genders (P < 0.05). Overall, student responded very positive to positive for course design, course delivery and course outcome. The orthodontic e-course was still seen by most subjects (86%) as an adjunct and not a replacement of the traditional teaching methods. 34.4% of subjects felt that it should be as an optional supplement and 51.6% felt that it should be integrated with the undergraduate orthodontic curriculum. The significance of the program as a learning resource was reported to be the best aspect of the program.

CONCLUSION

Delivery of web-based material in the undergraduate orthodontic curriculum was seen by students as a significant learning resource which supplements traditional learning methods.