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Shaheen MY, Basudan AM, Almubarak AM, Alzawawi AS, Al-Ahmari FM, Aldulaijan HA, Almoharib H, Ashri NY. Dental Students' Perceptions Towards E-learning in Comparison With Traditional Classroom Learning. Cureus 2023; 15:e51129. [PMID: 38274909 PMCID: PMC10810565 DOI: 10.7759/cureus.51129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
INTRODUCTION Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning. METHODS A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning. RESULTS Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were "neutral" or "uncertain." Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning. CONCLUSION Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.
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Affiliation(s)
- Marwa Y Shaheen
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Amani M Basudan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abdulrahman M Almubarak
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abeer S Alzawawi
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Fatemah M Al-Ahmari
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hajer A Aldulaijan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hani Almoharib
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Nahed Y Ashri
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
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Brown MM, Wiltshire WA, Russell K. Current status of undergraduate orthodontic education in Canada. J Dent Educ 2023; 87:351-357. [PMID: 36353983 DOI: 10.1002/jdd.13128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 07/12/2022] [Accepted: 09/24/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE This study evaluated teaching hours and mode of instruction of undergraduate orthodontic education dental students in Canada receive, changes implemented by each educational dental institution (EDI) in response to the COVID-19 pandemic, and plans for mode of orthodontic education delivery post-COVID-19. METHODS An electronic survey was administered to the program directors of undergraduate orthodontics at each EDI to reveal details regarding the (i) time and details of didactic, preclinical, and clinical experience provided to students and (ii) perceptions of undergraduate program directors about the adequacy of the current curricula. RESULTS All 10 Canadian EDIs participated in the survey during the year 2021. Most EDIs deliver their orthodontic curricula beginning in the second year of the program (7, 70.0%), continuing through third (7, 70.0%) and fourth (6, 60.0%) years. The number of hours of didactic, preclinical, and clinical instruction varied by as much as 50 h per academic year across different EDIs. In response to the COVID-19 pandemic, almost all EDIs (9, 90.0%) maintained the same amount of didactic lecture time yet most switched to synchronous (5, 50.0%) or asynchronous (3, 30.0%) online delivery format. Most EDIs (8, 80.0%) indicated the quality of education was maintained during the pandemic. CONCLUSIONS There exists significant variation in undergraduate orthodontic time allotment among Canadian EDIs. During the COVID-19 pandemic, most Canadian EDIs maintained a consistent amount of teaching hours while transitioning to some form of online course delivery. Most program directors indicated they believed students received the same quality of education after the change in mode of course delivery. The future of undergraduate orthodontic education will likely continue the accelerated trend toward online education.
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Affiliation(s)
- Matthew M Brown
- Department of Preventive Dental Science, University of Manitoba, Winnipeg, Manitoba, Canada
| | - William A Wiltshire
- Department of Preventive Dental Science, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Kathy Russell
- Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada
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Bahanan L, Alsharif M, Samman M. Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:839-847. [PMID: 35971542 PMCID: PMC9375577 DOI: 10.2147/amep.s376069] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The aim of this study was to assess dental students' perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic. METHODS This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample. RESULTS The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience. CONCLUSION There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners' needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.
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Affiliation(s)
- Lina Bahanan
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Maha Alsharif
- Department of Oral Diagnostic Sciences at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Meyassara Samman
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
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Evaluating e-learning on an international scale: An audit of computer simulation learning materials in the field of dentistry. J Dent Sci 2022; 17:535-544. [PMID: 35028081 PMCID: PMC8739805 DOI: 10.1016/j.jds.2021.07.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 07/05/2021] [Indexed: 11/23/2022] Open
Abstract
Background/purpose Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. Materials and methods An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. Results Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. Conclusion This study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application.
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Hakami Z. Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study. Healthcare (Basel) 2021; 9:healthcare9091092. [PMID: 34574866 PMCID: PMC8470017 DOI: 10.3390/healthcare9091092] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 08/11/2021] [Accepted: 08/17/2021] [Indexed: 11/25/2022] Open
Abstract
A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.
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Affiliation(s)
- Zaki Hakami
- Division of Orthodontics, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan 45142, Saudi Arabia
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Sadid-Zadeh R, Li R, Arany H, Deluca J. Students' perception of 3D video microscope use in preclinical fixed prosthodontics: A comparative study. J Dent Educ 2021; 85:1765-1772. [PMID: 34212371 DOI: 10.1002/jdd.12734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 05/23/2021] [Accepted: 06/18/2021] [Indexed: 11/09/2022]
Abstract
OBJECTIVES The purpose of this study was to determine how students perceived the use of a 3D video microscope (3D VM), in comparison to conventional methods, for providing instruction on fixed prosthodontics procedures and issuing feedback on student performance. METHODS From May until December of 2020, University at Buffalo School of Dental Medicine's second-year students were introduced to fixed prosthodontics. During May and June, a 3D VM was used to live-stream psychomotor skill demonstrations via a web-based software. After each procedure, students were asked to complete a short survey regarding their experience with the training. From August until December 2020, students received feedback via: 1. The conventional method, in which faculty use magnification loupes to assess student's perfromance. 2. A 3D VM. Irrespective of the method used, feedback was given following the same defined rubrics. At the conclusion of the semester, students completed a survey comparing their experiences in receiving instruction and feedback. The data were gathered and analyzed descriptively. The chi-square test (α = .05) was used to gauge if students' gender had an impact on their perception of feedback methods. RESULTS More than 94% of students participated in the surveys. The majority of students had a positive reaction toward the use of the 3D VM for live web-based training. In regard to receiving feedback, 63% opined that the 3D VM was more effective than the conventional method. Additionally, 80% of students felt that the 3D VM was effective in maintaining physical distance during skill evaluations. CONCLUSION This study examined the use of a 3D VM for teaching psychomotor skills and providing student feedback and compared it to the conventional method. It was found that the use of the 3D VM was perceived positively by students. Gender had no significant impact on students' attitudes toward the teaching and feedback methods.
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Affiliation(s)
- Ramtin Sadid-Zadeh
- Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA
| | - Rui Li
- Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA
| | - Hema Arany
- Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA
| | - Joseph Deluca
- Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA
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Patano A, Cirulli N, Beretta M, Plantamura P, Inchingolo AD, Inchingolo AM, Bordea IR, Malcangi G, Marinelli G, Scarano A, Lorusso F, Inchingolo F, Dipalma G. Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:6056. [PMID: 34199882 PMCID: PMC8200064 DOI: 10.3390/ijerph18116056] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 05/27/2021] [Accepted: 06/02/2021] [Indexed: 12/14/2022]
Abstract
Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student's acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.
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Affiliation(s)
- Assunta Patano
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Nunzio Cirulli
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
- Private Practice in Bari, 70121 Bari, Italy
| | - Matteo Beretta
- Digital Dentistry, Private in Varese, 21100 Varese, Italy;
| | - Paola Plantamura
- Department of Computer Science, University of Bari “Aldo Moro”, 70121 Bari, Italy;
| | - Alessio Danilo Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Angelo Michele Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Ioana Roxana Bordea
- Department of Oral Rehabilitation, Faculty of Dentistry, Iuliu Hațieganu University of Medicine and Pharmacy, 400012 Cluj-Napoca, Romania
| | - Giuseppina Malcangi
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Grazia Marinelli
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Antonio Scarano
- Department of Innovative Technologies in Medicine and Dentistry, University of Chieti-Pescara, 66100 Chieti, Italy;
| | - Felice Lorusso
- Department of Innovative Technologies in Medicine and Dentistry, University of Chieti-Pescara, 66100 Chieti, Italy;
| | - Francesco Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Gianna Dipalma
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
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Jeganathan S, Fleming PS. Blended learning as an adjunct to tutor-led seminars in undergraduate orthodontics: a randomised controlled trial. Br Dent J 2020; 228:371-375. [PMID: 32170259 DOI: 10.1038/s41415-020-1332-1] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Aims To describe the use of blended learning as a method of undergraduate orthodontic teaching delivery and to assess its effectiveness in terms of knowledge gain.Design Randomised controlled trial.Setting Queen Mary University of London.Materials and methods Seventy dental undergraduate students in their fifth year were randomly allocated to receive orthodontic seminar-based teaching either using a blended approach based on an e-learning resource or with no prior teaching. All students were asked to complete tests both before (T0) and after (T1) the study period.Results The mean post-test score in the intervention group was 98.3% (a 19% improvement on baseline), while the mean score in the control group was 97.2% with intra-group improvements being statistically significant in both groups (P <0.001). However, no significant difference in terms of improvement in knowledge was found between the two groups (P = 0.36). In terms of satisfaction, 82% of the blended group and 74% in the control group rated the teaching as 'very good'.Conclusions An undergraduate orthodontic-oral surgery e-learning adjunct to traditional teaching was successfully developed. Blending and traditional seminar teaching appear to be equally effective in terms of short-term knowledge gain, with high levels of learner satisfaction common to both approaches.
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Affiliation(s)
- Sri Jeganathan
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Padhraig S Fleming
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
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Gorucu-Coskuner H, Atik E, Taner T. Comparison of Live-Video and Video Demonstration Methods in Clinical Orthodontics Education. J Dent Educ 2020; 84:44-50. [PMID: 31977097 DOI: 10.21815/jde.019.161] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Accepted: 08/07/2019] [Indexed: 09/01/2023]
Abstract
The aim of this study was to compare the effectiveness of live-video and video demonstration methods in training dental students in orthodontic emergency applications. A total of 105 fifth-year dental students at a dental school in Turkey participated in the study in 2018. A pretest was given to the students to evaluate their level of knowledge about band cementing and re-bonding of brackets. Subsequently, two clinical applications were demonstrated with either live-video or video demonstration. During the live-video demonstration, the lecturer gave information about the steps of the procedure while performing the clinical application on the patient using a camera attached to the loupes. The students were able to see the process on the screens. During the video demonstration, previously recorded videos of those clinical applications were shown, and information was given to students in a classroom. On the next day, posttests were given to the students. The posttest also asked students to give their opinions about both methods. The results showed that the mean posttest scores on the video demonstration were significantly higher than on the live-video demonstration. However, no significant difference between the demonstration methods was found with regard to increase of scores from pre- to posttest. Most students preferred use of the two demonstrations together for education in the clinical orthodontics lecture. This study found that the two demonstration methods had comparable effects on increasing students' level of knowledge. However, from the students' perspective, the two should be used together to achieve the highest effect.
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Alzahrani AAH, Alhassan EM, Attia MA, Albanghali MA. Enhancing Dental Carving Skills of Preclinical Dental Hygiene Students Using Online Dental Anatomy Resources. Open Dent J 2019. [DOI: 10.2174/1874210601913010499] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:A key role of dental carving is enhancing manual proficiency and dexterity of dental hygiene students. Yet, utilizing Supplementary Online Dental Anatomy Resources (SODAR) as a supportive teaching approach has demonstrated the ability to improve carving skills.Objective:This study aims to examine the effectiveness of SODAR training in improving the quality of dental carving skills and knowledge among preclinical Saudi male students in Saudi Arabia.Methods:A basic double-blinded randomized controlled trial of 30 preclinical Saudi dental male students was conducted between January and April 2019. Participants were classified into an experimental group that received SODAR training (n= 15) and a control group comprising students who did not receive SODAR training (n= 15). Thet-test and Fisher’s exact test were performed to assess differences in theoretical knowledge between the two groups. While Cohen’s d test,t-test, and Pearson correlation were conducted to evaluate differences in students’ dental carvings.Results:Students with SODAR training performed better on practical carving sessions than those without intervention (P-value < 0.001). However, SODAR intervention had no significant effect on the theoretical knowledge evaluations in both the groups.Conclusion:SODAR training demonstrated its ability to support students learning in practical carving sessions; however, no effect on theoretical knowledge was observed. Future research should focus on factors that impact carving teaching strategies, including the quality and depth of online learning content, students’ perceptions of online learning, and experiences of teachers who run the online resources.
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Lima MS, Tonial FG, Basei E, Brew MC, Grossmann E, Haddad AE, Rivaldo EG, Vargas IA, Bavaresco CS. Effectiveness of the Distance Learning Strategy Applied to Orthodontics Education: A Systematic Literature Review. Telemed J E Health 2019; 25:1134-1143. [PMID: 31566489 DOI: 10.1089/tmj.2018.0286] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Introduction: Tele-education refers to the use of interactive distance learning technologies. The objective of this systematic review was to evaluate the impact of tele-education in the field of orthodontics. Methods: This systematic review has been registered in PROSPERO and followed PRISMA guidelines. Two independent researchers reviewed the literature available in the databases of PubMed/MEDLINE, Bireme, the Cochrane Library, EMBASE, TRIP, SCIELO, LILAS, SCIENCEDIRECT, and Google Scholar using the following descriptors: "Education, Distance" OR "e-learning" AND "Orthodontics," including only interventional studies. The descriptive synthesis was conducted according to the Center for Reviews and Dissemination. The analysis of the biases was conducted using the MINORS protocol, and the analysis of the interventions using Kirkpatrick's method was evaluated. Results: Of the 15 remaining articles for complete reading, 4 were excluded for not meeting the inclusion criteria, leaving 11 articles for evaluation in the systematic review. Eight articles emphasized the evaluation of the distance education materials available, achieving a high percentage of acceptability among students, two cited only satisfaction, and one article evaluated the practical performance of the students. Conclusion: The results showed that orthodontic distance learning is an effective but complementary element, with no significant differences, to the traditional method of teaching.
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Affiliation(s)
| | | | - Eliane Basei
- School of Dentistry, Lutheran University of Brazil, Canoas, Brazil
| | | | - Eduardo Grossmann
- Basic Sciences Institute-Federal University of Rio Grande do Sul, Porto Alegre, Brazil
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Soltanimehr E, Bahrampour E, Imani MM, Rahimi F, Almasi B, Moattari M. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC MEDICAL EDUCATION 2019; 19:233. [PMID: 31238927 PMCID: PMC6593487 DOI: 10.1186/s12909-019-1649-0] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Accepted: 06/04/2019] [Indexed: 05/04/2023]
Abstract
BACKGROUND This study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. METHODS This experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA. RESULTS The mean scores of theoretical test (P < 0.05) and OSCE (P > 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P < 0.001) but had no significant effect on the clinical score (P = 0.072). CONCLUSIONS Virtual learning was superior to traditional lecture-based method for enhancement of knowledge acquisition in radiographic interpretation of bony lesions of the jaw. However, to improve our students' reporting skills, we need to revise our virtual educational program so that the students have more opportunities to engage in reporting skills.
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Affiliation(s)
- Elham Soltanimehr
- Department of Pediatric Dentistry, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Ehsan Bahrampour
- Department of Oral and Maxillofacial Radiology, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Mohammad Moslem Imani
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Farshad Rahimi
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Banafsheh Almasi
- School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Marzieh Moattari
- Nursing Department, Medical School, Islamic Azad University, Yazd Branch, Safaieh St, Yazd, Postal code: 8916871967 Iran
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An assessment of student experiences and learning based on a novel undergraduate e-learning resource. Br Dent J 2018; 221:131-6. [PMID: 27514348 DOI: 10.1038/sj.bdj.2016.563] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2016] [Indexed: 11/08/2022]
Abstract
Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.
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Asiry MA. Dental students' perceptions of an online learning. Saudi Dent J 2017; 29:167-170. [PMID: 29033527 PMCID: PMC5634796 DOI: 10.1016/j.sdentj.2017.03.005] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2016] [Revised: 02/05/2017] [Accepted: 03/26/2017] [Indexed: 11/22/2022] Open
Abstract
Objectives To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. Materials and methods A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. Results The results reveal a high agreement of students (27.8–31.5% agree and 38.9–50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Conclusion Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.
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Abstract
The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.
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Affiliation(s)
- Avinash Kumar
- Department of Orthodontics, Al-Badar Dental College and Hospital, Gulbarga, Karnataka, India
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Santos GNM, Leite AF, Figueiredo PTDS, Pimentel NM, Flores-Mir C, de Melo NS, Guerra EN, De Luca Canto G. Effectiveness of E-Learning in Oral Radiology Education: A Systematic Review. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.9.tb06195.x] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Affiliation(s)
- Glaucia Nize M. Santos
- Department of Dentistry, Health Sciences Faculty; University of Brasília; Brasília Brazil
| | - André F. Leite
- Department of Dentistry, Health Sciences Faculty; University of Brasília; Brasília Brazil
| | | | - Nara M. Pimentel
- Department of Education; University of Brasília; Brasília Brazil
| | - Carlos Flores-Mir
- Division Head of Orthodontics; Department of Dentistry; University of Alberta; Alberta Canada
| | - Nilce S. de Melo
- Department of Dentistry, Health Sciences Faculty; University of Brasília; Brasília Brazil
| | - Eliete N.S. Guerra
- Oral Histopathology Laboratory, Health Sciences Faculty; University of Brasília; Brasília Brazil
| | - Graziela De Luca Canto
- Department of Dentistry; Federal University of Santa Catarina; Florianopolis Santa Catarina Brazil
- Department of Dentistry; University of Alberta; Alberta Canada
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17
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Busanello FH, da Silveira PF, Liedke GS, Arús NA, Vizzotto MB, Silveira HED, Silveira HLD. Evaluation of a digital learning object (DLO) to support the learning process in radiographic dental diagnosis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:222-228. [PMID: 25393811 DOI: 10.1111/eje.12125] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/30/2014] [Indexed: 06/04/2023]
Abstract
AIMS Studies have shown that inappropriate therapeutic strategies may be adopted if crown and root changes are misdiagnosed, potentially leading to undesirable consequences. Therefore, the aim of this study was to evaluate a digital learning object, developed to improve skills in diagnosing radiographic dental changes. MATERIALS AND METHODS The object was developed using the Visual Basic Application (VBA) software and evaluated by 62 undergraduate students (male: 24 and female: 38) taking an imaging diagnosis course. Participants were divided in two groups: test group, which used the object and control group, which attended conventional classes. After 3 weeks, students answered a 10-question test and took a practice test to diagnose 20 changes in periapical radiographs. RESULTS The results show that test group performed better that control group in both tests, with statistically significant difference (P = 0.004 and 0.003, respectively). In overall, female students were better than male students. Specific aspects of object usability were assessed using a structured questionnaire based on the System Usability Scale (SUS), with a score of 90.5 and 81.6 by male and female students, respectively. CONCLUSIONS The results obtained in this study suggest that students who used the DLO performed better than those who used conventional methods. This suggests that the DLO may be a useful teaching tool for dentistry undergraduates, on distance learning courses and as a complementary tool in face-to-face teaching.
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Affiliation(s)
- F H Busanello
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - P F da Silveira
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - G S Liedke
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - N A Arús
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - M B Vizzotto
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - H E D Silveira
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - H L D Silveira
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
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Maresca C, Barrero C, Duggan D, Platin E, Rivera E, Hannum W, Petrola F. Utilization of Blended Learning to Teach Preclinical Endodontics. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.8.tb05791.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Affiliation(s)
- Cristina Maresca
- Department of Endodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Carlos Barrero
- Department of Prosthodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Dereck Duggan
- Department of Endodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Enrique Platin
- Department of Endodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Eric Rivera
- Department of Endodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Wallace Hannum
- University of North Carolina at Chapel Hill School of Education
| | - Frank Petrola
- Department of Prosthodontics; University of North Carolina at Chapel Hill School of Dentistry
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Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A. Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:e88-95. [PMID: 22251359 DOI: 10.1111/j.1600-0579.2011.00680.x] [Citation(s) in RCA: 76] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
AIMS The purpose of this study was to develop and implement a blended course (a combined face-to-face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students' performance and answers to questionnaires) to a conventional course's. Students' attitudes concerning the blended methodology were also registered. METHODOLOGY An original course was developed and implemented, and its electronic version was uploaded to an e-learning educational platform. The course was attended by two groups of final-year students, who were taught by either the conventional face-to-face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. RESULTS Students in the blended group performed significantly better than their colleagues of the conventional group in the post-course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students' attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face-to-face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. CONCLUSIONS Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology.
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Affiliation(s)
- A Kavadella
- School of Dentistry, Athens University, Athens School of Humanities, Hellenic Open University, Patras, Greece.
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