The utility of adaptive eLearning data in predicting dental students' learning performance in a blended learning course.

Objectives: To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance. Methods: Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests. Results: The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R2=0.296, F(10,104)=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (ß=0.507, t(104)=2.101, p=0.038), timely completed objectives (ß=0.391, t(104)=2.418, p=0.017), and number of revisions (ß=0.127, t(104)=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (ß= -0.088, t(104)=-4.447, p=0.000). The significant R2 change following the addition of gender, GPA, and pre-test score (R2=0.689, F(13, 101)=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (ß=18.708, t(101)=4.815, p=0.038) and (ß=0.449, t(101)=6.513, p=0.038), respectively. Conclusions: Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.

Implementation of diversity, equity, and inclusion dialogue for second-year dental students.

PURPOSE: Dental schools can support diversity and inclusion efforts through curricula targeted at providing a safe space for students to learn from each other and about themselves. Opportunities to learn about different backgrounds can improve levels of cultural sensitivity and improve inclusion. The aim of this study was to describe the implementation of a diversity dialogue tool for second-year dental students and evaluate student responses to this activity. METHODS: Following a 3-h small group diversity, equity, and inclusion (DEI) dialogue, students completed a 3-2-1 reflective activity to determine new ideas that they encountered, ideas they would like to try, and things that they would like to know more about. RESULTS: Of the 66 students that participated in the DEI dialogue, 44 participated in the reflective activity for a response rate of 66%. Four significant new ideas were encountered including the concept of intersectionality (25%), the effects of race, racism, and identity on health (20.5), how to react to bias or discrimination (20.5%), and identity and their effect on perceptions of health and wellness (15.9). Three ideas students might try included being more open to learning about others' identity (52.3%), communicating openly with patients and peers (34.1%), and communicating calmly when dealing with bias or discrimination (13.6%). Two things students would like to know more about included how to handle situations of discrimination and bias (27.3%) and the existence of health disparities and how to address them (15.9%). CONCLUSION: Creating an opportunity for a DEI dialogue led to students encountering new information (intersectionality; effect of bias on health), identified targeted areas of future behavioral change (open and calm communication with others), and provided insight into areas of student interest (dealing with bias and addressing health disparities).

Effectiveness of an adaptive eLearning intervention on dental students' learning in comparison to traditional instruction.

There is a great deal of excitement in higher education about the value of adaptive learning to personalize learning paths according to students' individual needs. The authors explored the impact of an Adaptive Learning Platform (ALP) on learning, by comparing learning effectiveness between dental students who used the ALP in a blended learning environment formatively and summatively compared with students who did not use the ALP (i.e., face-to-face), as measured by students' performance on the final exam in a single review preparatory course during the academic years 2013-2018. Paired t-tests showed significant improvement in post-test scores across different course instructional modalities (P < 0.01). The learning gain was greater for students who studied using the ALP summatively (t = 26.20) than those who used it formatively or studied using a face-to-face format (t = 13.10 and 14.13, respectively). Controlling for pre-test scores, analysis of covariance tests indicate that: (1) intervention groups (formative and summative ALP) scored significantly higher than the traditional group (B = 9.34 points, P < 0.01, for summative ALP group) and (B = 4.47 points, P < 0.05, for formative ALP group), and (2) summative ALP group scored significantly higher than formative ALP group (B = 4.84 points, P < 0.05). This study provides empirical evidence that an adaptive learning intervention can have a significant impact on student learning performance. The success of any adaptive learning system relies mainly on sound instructional design. Technology will continue to grow at an overwhelming pace; the cautionary note the authors highlight is that conceptions of pedagogy, complemented by technology, must guide the development of adaptive learning systems.

Comparing Case-Based with Team-Based Learning: Dental Students' Satisfaction, Level of Learning, and Resources Needed.

The aims of this study were to compare third-year dental students' satisfaction and level of learning in case-based learning (CBL) versus team-based learning (TBL) and the resources required in those two methodologies. Level of learning was assessed for both knowledge and application, and resources were defined as student and faculty time and rooms. In academic year 2018-19, all 68 third-year dental students in one U.S. dental school were enrolled in two sequential semester-long courses; the first used CBL, and the second used TBL. After each course, students and faculty facilitators completed surveys, and data from students' knowledge and application exams were collected. The student surveys asked students to report their satisfaction with the learning methodology (CBL or TBL); the faculty surveys asked the faculty facilitators to report the resources used for each methodology. Forty-five of 68 students (66%) consented to participate; however, a larger number of students completed surveys in the two semesters (69% for CBL and 87% for TBL). Fourteen of 16 (88%) faculty facilitators completed the CBL survey, and five of the six (83%) completed the TBL survey. Overall, the results showed that students' satisfaction was higher with CBL than TBL (Mann-Whitney U = 882.0; p<0.001), and students reported having a better understanding of concepts after CBL than TBL (U = 899.0; p<0.001). The students performed better on knowledge exam items in TBL than CBL (86% vs. 82%) but the same on application items (both 86%). Resource requirements for both methods were extensive, with TBL requiring fewer facilitators and rooms than CBL but requiring more time from both students (2.6 vs. 2.3 hours weekly) and faculty members (2.3 vs. 1.4 hours weekly). In this study, students preferred CBL to TBL but had higher knowledge scores in the TBL course. The resources needed for both CBL and TBL were said to be extensive, with infrastructure use higher for CBL but time for students and faculty higher for TBL.

Oral Health and Interprofessional Collaborative Practice: Examples of the Team Approach to Geriatric Care.

Oral health for the older adult patient is vital for function, comfort, and communication and is a critical component of overall health. Oral diseases such as dental caries, periodontal disease, and oral cancer may lead to pain, functional limitations, and decreased quality of life. Optimal oral health outcomes are often owing to effective interprofessional collaboration between and among health care providers, in conjunction with patient family members and caregivers. This article highlights 2 cases illustrating how interprofessional team dynamics can affect patient outcomes.