A Comparison of traditional learning and web-based blended education in a practical oral pathology course for students of dentistry at the Birjand University of Medical Sciences

Zahra Ghamkhah, L. Alizadeh, Freshteh Osmani
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Abstract

Background: The practical course of oral pathology is currently presented in classrooms. However, traditional learning does not meet the educational needs of the present age. On the other hand, electronic learning alone has some drawbacks. Blended learning is a combination of traditional and electronic learning. This study aimed to compare the effect of traditional and blended educational methods on learning of practical oral pathology course. Materials and Methods: Present study is a quasi-experimental study done in Birjand university of medical Sciences in 2021 . The study participants consisted of students in fourth year of dentistry course. 34 student were selected randomly. Part of the educational package of the practical oral pathology course 2 was placed as digital images in the Navid system of Birjand University of Medical Sciences.students were divided into two equal groups. The assignment of individuals in two groups was not random and was based on the average of all students. One group studied the material from Navid system before attending the class. Then, both groups received teaching in the classroom. After some time, the blended and traditional methods were evaluated. Evaluation data were entered into statistical software, and the effect of traditional and web-based blended learning on students' learning was compared through t-test. Results: A total number of 34 students taking practical oral pathology course 2 in the first semester of 2020-2021 participated in the study. There were 23 female (67.64%) and 11 male (32.36%) students. The mean age of the participants was 22.42 years. Out of 34 participants under study, 17 students attended in traditional classes (6 males and 11 females). Besides, 17 students attended blended traditional-virtual classes (5 males and 12 females). Learning was evaluated based on the scores obtained in students’ evaluations at a range of 0-6. The traditional group and the blended traditional-virtual groups had mean scores of 3.55 and 4.27, respectively. The mean difference of traditional and blended groups was statistically significant (p=0.015). Conclusion: Web-based education can be used as a complementary educational method alongside traditional education to have a greater impact on students' learning and can even replace traditional education.
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Birjand医学科学大学牙科学生口腔病理学实践课程中传统学习和网络混合教育的比较
背景:口腔病理学实践课程目前正在课堂上开设。然而,传统的学习已经不能满足当今时代的教育需求。另一方面,电子学习本身也有一些缺点。混合学习是传统学习和电子学习的结合。本研究旨在比较传统和混合教育方法对口腔病理学实践课程学习的影响。材料和方法:本研究是2021年在Birjand医学科学大学进行的准实验研究。研究参与者包括牙科四年级的学生。随机抽取34名学生。口腔病理学实用课程2的部分教育包被作为数字图像放置在Birjand医学科学大学的Navid系统中。学生被分为两组。两组中的个人分配不是随机的,而是基于所有学生的平均值。其中一组在上课前学习了Navid系统中的材料。然后,两组学生都在课堂上接受了教学。经过一段时间后,对混合方法和传统方法进行了评估。将评估数据输入统计软件,通过t检验比较传统和网络混合学习对学生学习的影响。结果:共有34名2020-2021年第一学期参加口腔病理学实践课程2的学生参加了本研究。女生23名(67.64%),男生11名(32.36%)。参与者的平均年龄为22.42岁。在接受研究的34名参与者中,有17名学生参加了传统课程(6名男性和11名女性)。此外,17名学生参加了传统虚拟混合班(5名男性和12名女性)。学习评估基于学生评估中获得的0-6分。传统组和混合的传统虚拟组的平均得分分别为3.55和4.27。传统组和混合组的平均差异具有统计学意义(p=0.015)。结论:网络教育可以作为一种与传统教育相补充的教育方法,对学生的学习产生更大的影响,甚至可以取代传统教育。
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18 weeks
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