{"title":"Enhancing Dental Education: Impact of Remote Teaching on Dental Students' Academic Performance in Orthodontics-A Pilot Study.","authors":"Heidi Arponen, David P Rice, Emma Juuri","doi":"10.1177/23821205241293488","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Remote teaching strategies have been widely adapted in recent years but their impact on dental students' learning outcomes is less well understood. The aim of this mixed-method pilot study was to examine the impact of remote teaching on undergraduate dental student's learning outcome as assessed by examination performance and student feedback in an orthodontics course.</p><p><strong>Methods: </strong>Out of the lectures (19 in total), 10 were delivered remotely (live online lecture or video recording) and 9 as traditional classroom teaching in 2023. The course examination, completed by 47 of the 48 course participants, consisted of 38 single best answer multiple choice questions with 2 questions dedicated to each lecture topic.</p><p><strong>Results: </strong>The average lecture attendance was 83% of the students enrolled in the course. Statistical analysis revealed no significant association between examination scores and the mode of teaching or the mandatory nature of the lecture (<i>r<sub>s</sub></i> = -0.022, <i>p</i> = .897 and <i>r<sub>s</sub></i> = -0.048, <i>p</i> = .773, respectively). However, individual students' examination scores correlated positively with the frequency of lecture attendance (<i>r<sub>s</sub></i> = 0.416, <i>p</i> = .004). Students' preferences were in favor of blended learning approach, although notable individual differences in opinions were observed in the feedback received.</p><p><strong>Conclusion: </strong>The findings of this study support the hypothesis that remote teaching generates an equally good learning outcome in orthodontics as classroom lectures, as reflected by examination performance.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11533226/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205241293488","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: Remote teaching strategies have been widely adapted in recent years but their impact on dental students' learning outcomes is less well understood. The aim of this mixed-method pilot study was to examine the impact of remote teaching on undergraduate dental student's learning outcome as assessed by examination performance and student feedback in an orthodontics course.
Methods: Out of the lectures (19 in total), 10 were delivered remotely (live online lecture or video recording) and 9 as traditional classroom teaching in 2023. The course examination, completed by 47 of the 48 course participants, consisted of 38 single best answer multiple choice questions with 2 questions dedicated to each lecture topic.
Results: The average lecture attendance was 83% of the students enrolled in the course. Statistical analysis revealed no significant association between examination scores and the mode of teaching or the mandatory nature of the lecture (rs = -0.022, p = .897 and rs = -0.048, p = .773, respectively). However, individual students' examination scores correlated positively with the frequency of lecture attendance (rs = 0.416, p = .004). Students' preferences were in favor of blended learning approach, although notable individual differences in opinions were observed in the feedback received.
Conclusion: The findings of this study support the hypothesis that remote teaching generates an equally good learning outcome in orthodontics as classroom lectures, as reflected by examination performance.