Online active learning in undergraduate dental education: A scoping review

PURPOSE

Research on online active learning (OAL) in dental education has increased in recent years; however, this literature has yet to be comprehensively summarized to document the available evidence and identify research gaps. This scoping review aimed to comprehensively map the extent and depth of the research activity on OAL in undergraduate dental education.

METHODS

The review adhered to Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. Searches were conducted in MEDLINE, Embase, Scopus, and ERIC databases for peer-reviewed primary research articles in English published between December 2013 and 2023. Four trained researchers independently screened titles, abstracts, and full-text articles for eligibility and extracted relevant data. All activities and information were cross-checked by the same researchers. A tested, methodologically-informed form was used for data extraction. Descriptive statistics and content analysis were used to summarize the extracted data.

RESULTS

Thirty-five articles were included in the review. Most studies focused on dental students exclusively, with only two studies involving students and faculty. All studies performed outcome evaluations at reaction and/or learning levels. Problem-based learning, case-based learning, small group discussion, flipped learning, and blended learning were the most common active learning strategies employed. Dental students were satisfied with OAL and perceived it as beneficial for knowledge acquisition and skill development. Test results confirmed the improvement of knowledge through OAL.

CONCLUSION

OAL has shown to improve learning outcomes in dental education; however, robust research designs are needed to further demonstrate its effectiveness in this educational context.

A Classroom Practice and Assessment Resource for Dental Clinical Treatment Planning

Introduction

Dental students' opportunities to practice clinical treatment planning prior to the clinical experience are often limited. This resource permits students to practice treatment planning in the classroom and allows the instructor to efficiently provide feedback to a large number of students.

Methods

I developed a computer-based treatment plan worksheet (Microsoft Excel, Google Sheets, or Qualtrics) consisting of four sequence steps and a list of Common Dental Terminology (CDT) codes. I implemented this educational activity in the Case Management and Treatment Planning course (second year, spring quarter). The course included 10 weekly sessions of 1 hour each. I gave students a practice case at the beginning of the course. They submitted comprehensive sequenced treatment plans as assignments using the Qualtrics treatment plan worksheet 2 days after the interdisciplinary treatment planning didactic session. In the subsequent debrief session, I discussed the case with the entire class and focused on themes observed from the students' performance on the assignments.

Results

I graded all students' submissions (n = 87) using CDT codes both with and without consideration of sequence steps and observed variations in students' performance. Many students (n = 36, 41%) opted to give feedback through an anonymous survey, with 88%-96% of them agreeing or strongly agreeing that the educational activity allowed them to practice, demonstrate their knowledge, and improve their skills in treatment planning.

Discussion

This computer-based worksheet lets students practice clinical treatment planning in the classroom and allows the instructor to effectively assess a large number of students' assignments.

Can students develop clinical competency in treatment planning remotely through flipped collaborative case discussion?

INTRODUCTION

Effectiveness of flipped learning in clinical education is unknown. This study evaluates the effectiveness of remote case-based learning for teaching clinical treatment planning compared with traditional in-person clinical experience.

MATERIALS AND METHODS

Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID-19 lockdown. Prior to each session, students worked individually or in groups to complete assignments with leading questions. After the final assignment, students completed a survey to rate the learning experience from each case, compare the remote experience with the previous in-person clinical experience and provide suggestions to improve remote clinical instruction in the future. Students' performance measured by the number of case assessments and competencies completed post-lockdown was compared with pre-lockdown and the previous year using odd ratio (OR), Chi-squared test (χ2) and significant level p < .05.

RESULTS

A total of 106 students completed the course, and 99 students completed all survey questions. Students reported positive learning experiences (overall mean = 7.84, SD = 1.11). Post-lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p = .002, OR = 2.23), competencies (χ2 p = .028, OR = 2.05) and case assessments (χ2 p = .004, OR = 2.73) was observed between the current class and the previous pre-COVID-19 class (108 students). Post-lockdown, students also passed significantly more attempts (χ2 p < .0001), competencies (χ2 p < .0001) and case assessments (χ2 p = .008) compared with pre-lockdown.

CONCLUSIONS

Although a flipped classroom does not replace in-person clinical experience, teaching clinical treatment planning remotely improved students' readiness and clinical performance through collaborative learning, practice and case exposure.

Case sharing - an approach for improving clinical experience to cases of advanced complexity among undergraduate dental students

Introduction/Problem

Clinical experience in cases of advanced complexity/rare cases is limited among undergraduate dental students. This commentary narrates a module termed "case sharing", wherein a small group of undergraduate dental students treat/assist, document and present advanced or rare cases to their entire cohort in eight weeks.

Approach

Undergraduate students perform procedures of straightforward and moderate complexity, and later assisted the clinical specialists during procedures of advanced complexity. students document these cases with clinical photographs and case notes to make presentations that were uploaded in the faculty's online management system to be reviewed by the entire cohort. student groups presented their cases with their entire cohort. an independent assessor assessed the groups for their organization of the case, information collected on the topic, critical analysis of the case, defending the diagnosis and treatment plan, teamwork and presentation skills.

Evaluation

Students reported improvement in the depth of knowledge on particular diseases/procedures, a better understanding of holistic management of advanced cases, improved rapport, team spirit and communication among group members. they also reported difficulties in recruiting and completing the procedures within eight weeks.

Discussion

Apart from improving the clinical experience of undergraduate students, the module provides an opportunity for the development of teamwork, communication skills, and ethical presentations among students, which are invaluable to the faculty to meet its programme learning outcomes. case sharing provides a platform for holistic learning and serves as an alternative learning method aside from didactic lectures and routine clinical supervision.

Audience and Presenter Comparison of Live Web-Based Lectures and Traditional Classroom Lectures During the COVID-19 Pandemic

PURPOSE

The purpose of the study was to assess participants' and presenters' perceptions of a live web-based lecture series in comparison to traditional in-person lectures.

MATERIALS AND METHODS

A virtual lecture series was organized by the---from March 25th until June 3rd of 2020. Twenty-five postgraduate prosthodontics programs and 81 presenters participated. Two surveys were developed and distributed to the audience (N = 330) and the presenters (N = 81). Follow-up emails were sent one week, three weeks, and four weeks after the initial email survey to encourage its completion. The data were analyzed descriptively. One-way ANOVA (p = 0.05), followed by a post hoc test, were used to compare the response percentages among the different generations of presenters and participants.

RESULTS

Fifty-two percent of participants, and 65% of presenters, completed the survey. More than 96% of participants and presenters were satisfied with the lecture series. Seventy-nine percent of audience members felt that the live web-based lectures were as effective as traditional classroom lectures, or more effective; 32% of presenters agreed. Millennial audience members had significantly (p = 0.0028) more negative responses than the other generations.

CONCLUSION

Participants have more positive perceptions of web-based lectures than presenters.

Student performance comparisons for a critical thinking skill set (technology decision-making) for classroom and remote (Zoom) facilitation

A comparison of student learning in a critical thinking exercise for technology decision-making occurred with the onset of coronavirus and the switch from face-to-face to distance with Zoom. Literature on explicit critical thinking skill sets is scant in any format, including distance learning. While face-to-face and Zoom have similarities, seizing this opportunity for comparison can set the stage to determine soundness of distance learning in critical thinking on a preliminary basis. The learning outcome, learning guide and assessment instrument remained the same for the exercise in both formats; student teams presented analyses of different technologies with assessment by 2 faculty as before. Forty students had not completed the exercise when the coronavirus shut down occurred. Students performed at as high a level using virtual/Zoom as with face-to-face.

Disruptions during a pandemic: Gaps identified and lessons learned

Global disruptions caused by coronavirus disease 2019 (COVID‐19) affects all walks of life, and dentistry and dental education are no exceptions. Dental education uniquely blends didactic courses and hands‐on clinical training seamlessly to prepare oral healthcare providers of the future. Apart from economical and access to care implications, closure of all the dental institutions in the United States affects their educational mission greatly, equally disturbing pre‐doctoral and graduate training. Efforts are ongoing to continue the educational mission in dental institutions by delivering scheduled course content remotely using multiple online tools. In spite of those efforts, since clinical experiences cannot be completely replaced by any available alternative method of instruction that is delivered remotely, students are missing out on valuable patient‐based clinical experiences. In this perspective article, we briefly discuss the several implications of COVID‐19, in the context of dental education. We then highlight some of the lessons we can learn from this pandemic which we hope will have several positive implications, including curricular changes, increased public health awareness and preparedness for future public health emergencies.

Receptivity and Feedback to the Online Endodontics Congress Concept as a Learning Option - An International Survey

OBJECTIVE

The traditional face-to-face or on-site lecturing methods are still among the most common forms of delivering knowledge to students in dental education. However, other innovative learning methodologies have the potential to complement, or even improve, the effectiveness and quality of teaching. The aim of this online survey was to analyze the receptivity of endodontics practitioners to a specific online teaching format of a multi-day congress, mimicking an on-site conference, and perceive whether the participants regarded it as an effective way of acquiring knowledge with application in their clinical practice activity.

METHODS

An online questionnaire, composed of 17 items, was sent during the last day of a multi-day online congress. Four strands of information were taken into account: demographics; previous online formation experience; personal involvement in the underway online congress; and overview of the online congress concept. Participation was voluntary and anonymous. Total counts, frequencies and descriptive statistics were generated by using SurveyMonkey software.

RESULTS

A total of 1.827 answers were delivered, which represented a return rate of 15.8%. The results indicated that most of the participants agree that online learning could be a good alternative to the traditional on-site learning methodology in improving their practical abilities. In addition, the present survey found that the majority of the attendees support the use of computers as an assisting tool and only 18.0% reported difficulties when using technologies. A high number of practitioners recognized a favourable cost-benefit ratio of using online lessons and stated they would recommend others to participate in online meetings as well.

CONCLUSION

Overall, the present results suggest that online learning may be used successfully to improve student's knowledge and enhance their abilities to apply acquired content in clinical situations. Moreover, the participants felt online learning to be effective, engaging and with a favourable cost-benefit ratio.