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Lele G, Sikdar M. Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis. Int J Clin Pediatr Dent 2024; 17:532-538. [PMID: 39355190 PMCID: PMC11440673 DOI: 10.5005/jp-journals-10005-2837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/03/2024] Open
Abstract
Objective This qualitative study was conducted to explore the perceptions of dental teachers about utilizing blended learning (BL) in undergraduate teaching following the COVID-19 pandemic. The objectives were to study their willingness to move to BL and to identify the reasons for their willingness or lack thereof for this transition. Materials and methods This descriptive qualitative study is part of doctoral research that was conducted among health sciences teachers from the state of Maharashtra, India. The population for this study included all dental teachers from the 38 dental colleges in the state. To ensure proper representation of teachers, a proportionate stratified sampling method was used. The research tool used in this study was developed and validated, and data collection was conducted online using SurveyMonkey. Results The results showed that 137 (97.16%) teachers were inclined toward utilizing BL. Thematic analysis of the responses received was carried out using NVivo software. Around 10 main emergent themes were identified, which were grouped under four key areas. The majority of the dental teachers were appreciative of the benefits of BL in terms of accessibility, flexibility, and learner engagement, but some preferred traditional teaching methods. Conclusion For the dental teachers to continue with BL in instruction, there is a need to empower them via faculty development programs for successful adaptation to technology-enhanced instruction and to overcome the limitations and challenges associated with technology integration in education. The transformation from traditional face-to-face to technology-enhanced BL seems to be a worthwhile opportunity for future dental education. How to cite this article Lele G, Sikdar M. Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis. Int J Clin Pediatr Dent 2024;17(5):532-538.
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Affiliation(s)
- Gauri Lele
- Department of Liberal Studies and Education, School of Liberal Studies & Education, Navrachana University, Vadodara, Gujarat, India
| | - Mandira Sikdar
- Department of Liberal Studies and Education, School of Liberal Studies & Education, Navrachana University, Vadodara, Gujarat, India
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Al-Sbei R, Ataya J, Jamous I, Dashash M. The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study. JMIR Form Res 2024; 8:e51141. [PMID: 38441921 PMCID: PMC10951824 DOI: 10.2196/51141] [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: 07/22/2023] [Revised: 12/29/2023] [Accepted: 01/03/2024] [Indexed: 03/07/2024] Open
Abstract
BACKGROUND Restorative dentistry plays a crucial role in dental practice, necessitating professionals to stay abreast with the latest advancements in the field. The advancement of technology has made web-based learning a widely used method of education delivery in dentistry, providing learners with extensive information and flexibility. OBJECTIVE This study aims to evaluate how effective an online educational course in restorative dentistry is for dental graduates in Syria. METHODS This study used a pre-experimental study design, with pretest and posttest assessments to measure changes in participants' knowledge and skills. A total of 21 dental graduates completed the online course in restorative dentistry, which was hosted on Moodle, using the learning management system of the Syrian Virtual University. Participants were provided with a suggested learning sequence and had the flexibility to navigate the course on their own and at their own pace. The course was developed based on the principles of web course design and web-based course development using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) general instructional design model. The pretest and posttest assessments consisted of 50 multiple-choice questions with a single correct answer, aligning with the course content. Furthermore, participants were asked to complete a course acceptance survey upon finishing the course. RESULTS The results showed a significant improvement in the participants' knowledge of restorative dentistry, supported by a statistically significant P value of less than .05. The effect size of the difference between the pre and posttest indicated that the effect size, as indicated by ω2, demonstrated a significant 62.1% difference between the pre and posttest, indicating a high and statistically significant effect. Furthermore, the value derived from the Haridy obtained work ratio formula indicated that the educational program was effective, with an effectiveness amount of 3.36%. Additionally, 93% (n=19) of respondents expressed confidence in having gained the expected benefits from the educational course upon its completion. CONCLUSIONS The findings indicated a notable enhancement in the participants' understanding of restorative dentistry. The participants' high satisfaction rate and positive feedback from the course acceptance survey further emphasize the favorable reception of the web-based learning approach. This study highlights the potential of web-based learning in dental education, opening the door for future research in this area. The findings of this study carry important implications for the design and implementation of web-based educational programs in dentistry, suggesting that such programs can serve as an effective tool for continuous professional development in the field.
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Affiliation(s)
- Rasha Al-Sbei
- Medical Education Program, Syrian Virtual University, Damascus, Syrian Arab Republic
- Faculty of Dental Medicine, Damascus University, Damascus, Syrian Arab Republic
| | - Jawdat Ataya
- Medical Education Program, Syrian Virtual University, Damascus, Syrian Arab Republic
- Faculty of Dental Medicine, Damascus University, Damascus, Syrian Arab Republic
| | - Issam Jamous
- Medical Education Program, Syrian Virtual University, Damascus, Syrian Arab Republic
- Faculty of Dental Medicine, Damascus University, Damascus, Syrian Arab Republic
| | - Mayssoon Dashash
- Medical Education Program, Syrian Virtual University, Damascus, Syrian Arab Republic
- Faculty of Dental Medicine, Damascus University, Damascus, Syrian Arab Republic
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Yeh SY, Puttige Ramesh N, Kaczmarek-Stewart K, Ahn C, Li AZ, Ohyama H. Dental Student Perceptions of Distance Education over Time: A Mixed-Methods Study. Dent J (Basel) 2023; 11:233. [PMID: 37886918 PMCID: PMC10605365 DOI: 10.3390/dj11100233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 09/20/2023] [Accepted: 09/26/2023] [Indexed: 10/28/2023] Open
Abstract
OBJECTIVES Amid the COVID-19 pandemic, the transition to distance learning raised pertinent questions regarding advantages and challenges compared to traditional in-person learning. This study aimed to investigate dental students' perceptions of distance learning throughout the pandemic, examining its impact on their education. METHODS This study employed a convergent mixed-methods design. Three online surveys were conducted in 2020, 2021, and 2022 to collect quantitative data. Additionally, qualitative semi-structured interviews were carried out in 2022. Interviews were recorded and transcribed; then, thematic analysis was performed following an inductive approach. RESULTS As perceived by the participants, distance learning entails advantages and challenges. Initially, they felt uncertainty and negativity about the new environment with distance learning. However, their perceptions shifted positively as they adapted, even after returning to hybrid and in-person modules. Furthermore, most participants felt that distance learning is better suited for didactic content. It was suggested that didactic courses contain approximately 25-50% of online methods. CONCLUSIONS Distance learning has provided valuable opportunities to reinforce curricula and improve learning efficacy during the pandemic. Our findings suggest that a hybrid learning model that combines traditional and distance modules appears to be an effective approach for future dental education.
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Affiliation(s)
- Susanna Y. Yeh
- General Practice Residency in Dentistry, Massachusetts General Hospital, Boston, MA 02114, USA;
| | - Nithya Puttige Ramesh
- Advanced Graduate Education Program in Dental Public Health, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, MA 02115, USA;
| | - Kristie Kaczmarek-Stewart
- Advanced Graduate Program in Endodontics, University of Pennsylvania School of Dental Medicine, Philadelphia, PA 19104, USA;
| | - Chiho Ahn
- Department of General Dentistry, Section of Predoctoral Periodontology, Boston University Henry M. Goldman School of Dental Medicine, Boston, MA 02118, USA;
| | - Alice Z. Li
- Advanced Graduate Program in Endodontics, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA 02115, USA;
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA 02115, USA
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Alshamrani KM, Ghulam EM, Alattas M, Aljaddani H, Alhakami M, Al Nufaiei ZF, Althaqafy MS. Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study. Front Med (Lausanne) 2023; 10:1257589. [PMID: 37675135 PMCID: PMC10477598 DOI: 10.3389/fmed.2023.1257589] [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: 07/12/2023] [Accepted: 08/10/2023] [Indexed: 09/08/2023] Open
Abstract
Background The novel Coronavirus Disease 2019 (COVID-19) pandemic has presented unparalleled and unique stressors and challenges to the field of applied health sciences education. This study explored how the College of Applied Medical Sciences (COAMS) Saudi students perceive the transition to remote/ hybrid learning during the COVID-19 pandemic. Methods A cross-sectional exploratory investigation was carried out during the months of February and March in the year 2023 among 196- COAMS Saudi students, using the 48-item previously developed and validated questionnaire, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants' demographics, and for each questionnaire item and statistical analysis was performed using chi-square test. Results Out of the 283 undergraduates who have enrolled in COAMS, a total of 196 students have agreed to participate in the study with an overall response rate of 69.3%. Over 70% of COAMS students were satisfied and engaged in their on-site coursework. Nevertheless, questionnaire data indicates that their satisfaction and level of engagement diminished following the shift to remote learning. More than 62% of COAMS students were satisfied with their instructors' instructional and assessment strategies during on-site coursework, but such perceptions have decreased with remote instruction. Hybrid learning can be beneficial and effective in improving the performance and learning experience of COAMS students. As compared to female students, COAMS male students were more satisfied with remote learning because it met their needs (p = 0.017). Conclusion Remote classrooms have lower attendance and interest than on-site classes. Despite lower satisfaction levels in online courses, hybrid learning was viewed favourably by COAMS students. Higher educational institutions should develop plans to increase student involvement, improve academic integrity, and assess the effect of the pandemic on undergraduate education on a regular basis. By incorporating these measures, educational institutions can enhance and support the remote learning experience for their students.
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Affiliation(s)
- Khalid M. Alshamrani
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah, Saudi Arabia
| | - Enas M. Ghulam
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah, Saudi Arabia
- College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Maryam Alattas
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Haneen Aljaddani
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Montaha Alhakami
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Ziyad F. Al Nufaiei
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah, Saudi Arabia
| | - Majid S. Althaqafy
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah, Saudi Arabia
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Nong W, Ye JH, Chen P, Lee YS. A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university. Front Psychol 2023; 13:962707. [PMID: 36710734 PMCID: PMC9874681 DOI: 10.3389/fpsyg.2022.962707] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 11/02/2022] [Indexed: 01/13/2023] Open
Abstract
The world has gradually entered the post-pandemic era. Although the pandemic has been slowing down, it still has a strong impact on the education scene. Thus, how to provide students with an effective and flexible learning style is currently an important educational issue. This study focused on the implementation of effective teaching to improve the learning effects based on these special circumstances. To ensure a realistic teaching situation, an experiment of blended learning was conducted in a university in the Guangxi Zhuang Autonomous Region of China for a short-term study, based on the consideration of pandemic supervision and control. In this experiment, a single-group quasi-experimental design method, using the extended O-PIRTATD/S model, was adopted in a research-method course designed for students majoring in preschool education. This research-method course was an 8-week flipped course, where the first 4 weeks were online teaching and the last 4 weeks were taught offline, thus combining as a blended learning course. A total of 115 active participants were recruited for this study. Based on the theoretical framework of the belief-action-outcome (BAO) model, five research hypotheses were proposed with the aim of constructing a learning behavior pattern based on cognitive beliefs which could be verified by structural equation modeling. The results of the study were concluded as follows: 1. Academic self-efficacy had a positive impact on learning engagement, but had a negative impact on cognitive load; 2. Cognitive load did not have a significant impact on learning engagement; 3. Learning engagement had a positive impact on the enhancement of academic self-confidence; and 4. Cognitive load had a negative impact on the enhancement of academic self-confidence.
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Affiliation(s)
- Weiguaju Nong
- Dhurakij Pundit University, Bangkok, Thailand
- School of Education, Guangxi University of Foreign Languages, Guangxi, China
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
| | | | - Yi-Sang Lee
- Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan
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Blended learning and simulation: the future of dental education in a post-COVID era. Br Dent J 2022; 233:490. [PMID: 36151176 PMCID: PMC9510385 DOI: 10.1038/s41415-022-4966-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 08/09/2022] [Indexed: 11/12/2022]
Abstract
UK dental schools led in simulation and blended learning before the COVID-19 pandemic. Simulation and blended learning are essential to dentistry, now more than ever, and are increasingly being introduced into dental education around the world. UK dental schools need to work together to introduce educational standards on simulation in dentistry.
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Asghar MZ, Afzaal MN, Iqbal J, Sadia HA. Analyzing an Appropriate Blend of Face-to-Face, Offline and Online Learning Approaches for the In-Service Vocational Teacher's Training Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191710668. [PMID: 36078385 PMCID: PMC9518104 DOI: 10.3390/ijerph191710668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 08/19/2022] [Accepted: 08/23/2022] [Indexed: 05/24/2023]
Abstract
Blended learning approaches are considered as the most viable for the delivery of training to remote areas and accessing learners at a mass level. Blended learning is a combination of different learning approaches to facilitate the learners' needs. The National Vocational and Technical Training Commission (NAVTTC) conducted an in-service vocational teachers' training program through blended learning approaches in Pakistan. This study aimed to find the appropriate blend of face-to-face, online, and offline learning approaches for the training of in-service teachers in Pakistan. A mixed methods research approach was adopted. A survey collected data from 781 in-service vocational teachers who participated in training programs through blended learning approaches. The ANOVA test was applied to find the difference of the training participants' attitude toward different modes of learning. It was found that trainees had more positive attitude toward a face-to-face learning approach than online and the online learning approach than offline learning. Semi-structured interviews were also conducted with training participants, admission and placement officers, and principals. They also endorsed that face-to-face learning approaches must be given more weight than online, and the online approach should have more weight than the offline approach. This study has practical implications for technical education and vocational training (TVET) institutes in developing countries such as Pakistan to design blended learning approaches for the training of in-service vocational teachers. Future research may be conducted on the effectiveness of in-service vocational education teachers through blended learning.
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Affiliation(s)
- Muhammad Zaheer Asghar
- Crafts Sciences Unit, Department of Teacher Education, University of Helsinki, 00100 Helsinki, Finland
- Department of Education, University of Management and Technology, Lahore 54770, Pakistan
| | - Muhammad Naeem Afzaal
- Department of Education, University of Management and Technology, Lahore 54770, Pakistan
| | - Javed Iqbal
- Department of Education, University of Management and Technology, Lahore 54770, Pakistan
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Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127120. [PMID: 35742369 PMCID: PMC9223362 DOI: 10.3390/ijerph19127120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 06/07/2022] [Accepted: 06/09/2022] [Indexed: 01/25/2023]
Abstract
Process evaluations help to understand and refine health interventions. The “ISAC” intervention targeted the enhancement of early detection and prevention of oral cancer (OC) through tobacco-cessation counseling, patient communications, and ISAC role-modeling. Over six months, throughout ISAC implementation in the Jazan region of Saudi Arabia, Linnan and Steckler’s process evaluation framework’s specified indicators were assessed, by mixed methods, on context, reach, dose delivered, dose received, fidelity, recruitment, and participant’s satisfaction. Findings showed that 47 of 80 (58.75%) eligible dentists were reached and received all components. Thirty-six (76.6%) participants reported reading all intervention materials, visited the ISAC website, scored high on the perceived quality of provided information (M = 4.62 ± 0.63), and provided support (M = 4.67 ± 0.57). The fidelity was scored high across all intervention components. Role-modeling of the ISAC had the highest satisfaction score (M = 9.77 ± 0.58 out of 10). High perceived-effects were reported in relation to feeling confident in performing OC examination and training patients on OC self-examination (3.95 ± 0.22). The intervention attained high implementation levels for dose delivered, dose received, and fidelity. The intervention delivery was associated with high satisfaction and perceived effects. Using multiple data sources enhanced the understanding of the implementation process and strengthened the validity of the study’s findings.
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