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Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study
BACKGROUND: Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJE...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9219382/ https://www.ncbi.nlm.nih.gov/pubmed/35739594 http://dx.doi.org/10.1186/s12909-022-03557-7 |
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author | Alharbi, Fahad Alwadei, Saleh H. Alwadei, Abdurahman Asiri, Saeed Alwadei, Farhan Alqerban, Ali Almuzian, Mohammed |
author_facet | Alharbi, Fahad Alwadei, Saleh H. Alwadei, Abdurahman Asiri, Saeed Alwadei, Farhan Alqerban, Ali Almuzian, Mohammed |
author_sort | Alharbi, Fahad |
collection | PubMed |
description | BACKGROUND: Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE: To investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS: A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS: There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION: Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION: NCT04692142, 31/12/2020. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03557-7. |
format | Online Article Text |
id | pubmed-9219382 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-92193822022-06-23 Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study Alharbi, Fahad Alwadei, Saleh H. Alwadei, Abdurahman Asiri, Saeed Alwadei, Farhan Alqerban, Ali Almuzian, Mohammed BMC Med Educ Research BACKGROUND: Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE: To investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS: A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS: There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION: Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION: NCT04692142, 31/12/2020. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03557-7. BioMed Central 2022-06-23 /pmc/articles/PMC9219382/ /pubmed/35739594 http://dx.doi.org/10.1186/s12909-022-03557-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Alharbi, Fahad Alwadei, Saleh H. Alwadei, Abdurahman Asiri, Saeed Alwadei, Farhan Alqerban, Ali Almuzian, Mohammed Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title | Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title_full | Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title_fullStr | Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title_full_unstemmed | Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title_short | Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
title_sort | comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9219382/ https://www.ncbi.nlm.nih.gov/pubmed/35739594 http://dx.doi.org/10.1186/s12909-022-03557-7 |
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