RESUMO
INTRODUCTION: A series of experiments involving 3 orthodontic departments has shown that distance learning can be acceptable to residents and effective in teaching concepts that are fundamental to orthodontic practice. METHODS: Residents in each department participated in distance seminars, clinical conferences, and clinical seminars via high-speed Internet connections. The acceptability of this form of instruction was judged from evaluation forms completed by the residents. Its effectiveness was judged from pretests and posttests on the seminar topics. RESULTS: The improvement from pretest to posttest scores after observing a sequence of distance seminars was similar to that with direct instruction. Orthodontic residents rated the educational experiences positively. Live participation in seminars via video conferencing was preferred to live observation or later observation of a recording, but observation provided similar improvement in test scores. CONCLUSIONS: The acceptability of the distance seminars appeared to be influenced by the instructor's personality and teaching style in facilitating interaction, the seminar subject, the residents' comfort level in dealing with this technology, and the sequence for interaction vs observation. Further development of recorded seminars with live follow-up discussions has the potential to supplement instruction in graduate orthodontic programs and help with the impending shortage of experienced full-time orthodontic faculty.
Assuntos
Educação de Pós-Graduação em Odontologia/métodos , Educação a Distância , Internato e Residência , Ortodontia/educação , Comunicação por Videoconferência , Instrução por Computador/métodos , Avaliação Educacional , Humanos , Internet , Kentucky , Modelos Lineares , Modelos Educacionais , North Carolina , Ohio , Satisfação PessoalRESUMO
Equipment for distance learning can be used to improve the quality of instruction in orthodontic programs. All departments now should have at least a point-to-point system to allow clinical faculty to provide instruction without being physically present on all occasions. For more instruction to be shared with other residency programs, a dual-streaming multipoint video conferencing system is needed. A basic system allows reception of this type of instruction, and an optimal system would allow originating and receiving such conferences. Recording interactive seminars so that they can be viewed later requires additional equipment so that postproduction editing and refinement can be accomplished. Lists of appropriate equipment for each level are provided.
