Utilization of blended learning to teach preclinical endodontics.

Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

Interactive distance learning in orthodontic residency programs: problems and potential solutions.

Sharing resources through distance education has been proposed as one way to deal with a lack of full-time faculty members and maintain high-quality content in orthodontic residency programs. To keep distance education for orthodontic residents cost-effective while retaining interaction, a blended approach was developed that combines observation of web-based seminars with live post-seminar discussions. To evaluate this approach, a grant from the American Association of Orthodontists (AAO) opened free access during the 2009-10 academic year to twenty-five recorded seminars in four instructional sequences to all sixty-three orthodontic programs in the United States and Canada. The only requirement was to also participate in the evaluation. Just over half (52 percent) of the U.S. programs chose to participate; the primary reason for participating was because faculty members wanted their residents to have exposure to other faculty members and ideas. The non-participating programs cited technical and logistical problems and their own ability to teach these subjects satisfactorily as reasons. Although participating distant faculty members and residents were generally pleased with the experience, problems in both educational and technical aspects were observed. Educationally, the biggest problem was lack of distant resident preparation and expectation of a lecture rather than a seminar. Technically, the logistics of scheduling distant seminars and uneven quality of the audio and video recordings were the major concerns of both residents and faculty members. Proposed solutions to these educational and technical problems are discussed.

Interactive distance learning for orthodontic residents: utilization and acceptability.

INTRODUCTION: Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. METHODS: Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. RESULTS: Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. CONCLUSIONS: Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved.

Effectiveness of web-based teaching modules: test-enhanced learning in dental education.

The purpose of our study was to evaluate the effectiveness of self-tests as a component of web-based self-instruction in predoctoral orthodontics and pediatric dentistry. To this end, the usage patterns of online teaching modules and self-tests by students enrolled in three courses at the University of North Carolina at Chapel Hill School of Dentistry were monitored and correlated to final exam grade and course average. We recorded the frequency of access to thirty relevant teaching modules and twenty-nine relevant self-tests for 157 second- and third-year D.D.S. students during the course of our data collection. There was a statistically significant positive correlation between frequency of accessing self-tests and course performance in one course that was totally based on self-instruction with seminars and multiple-choice examination (Level IV): Spearman correlation between frequency of self-test access and final exam grade, rho=0.23, p=0.044; correlation between frequency of self-test access and course average: rho=0.39, p=0.0004. In the other two courses we monitored, which included content beyond self-instruction with self-tests, the correlations were positive but not statistically significant. The students' use of online learning resources varied significantly from one course (Level I) to the next (Level II): Wilcoxon matched pairs signed-rank tests, S=-515.5, p=.0057 and S=1086, p<0.0001. The data from this study suggest that increased use of web-based self-tests may be correlated with more effective learning in predoctoral dental education by virtue of the testing effect and that dental students' usage of resources for learning changes significantly over the course of their education.

Recorded interactive seminars and follow-up discussions as an effective method for distance learning.

INTRODUCTION: Previous studies have suggested that, although orthodontic residents prefer to be live and interactive in a seminar, they learn almost as much when watching a previously recorded interactive seminar and following up with live discussion. Our objective was to test the effectiveness and acceptability of using previously recorded interactive seminars and different types of live follow-up discussions. METHODS: Residents at schools participating from a distance completed preseminar readings and at their convenience watched streaming video of some or all recordings of 4 interactive seminar sequences consisting of 6 seminars each. Afterward, distant residents participated in 1 of 4 types of interaction: local follow-up discussion, videoconference, teleconference, and no discussion. The effectiveness of the seminar sequences was tested by pretest and posttest scores. Acceptability was evaluated from ratings of aspects of the seminar and discussion experience. Open-ended questions allowed residents to express what they liked and to suggest changes in their experiences. RESULTS: In each seminar sequence, test scores of schools participating through recordings and follow-up discussions improved more than those participating live and interactive. After viewing, residents preferred local follow-up discussion, which was not statistically different from participating live and interactive both locally and from a distance. Videoconference and teleconference discussions were both more acceptable to residents than no follow-up discussion, which was found to be significantly below all methods tested. CONCLUSIONS: When residents are live and interactive in a seminar, there does not appear to be a significant difference between being local vs at a distance. Recorded interactive seminars with follow-up discussions are also an effective and acceptable method of distance learning. Residents preferred local follow-up discussion, but, at a distance, they preferred videoconference to both teleconference and no discussion.

Application of distance learning to interactive seminar instruction in orthodontic residency programs.

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.

Use of recorded interactive seminars in orthodontic distance education.

INTRODUCTION: Our objective was evaluate the effectiveness and acceptability of 3 methods of instructor interaction during distance learning with prerecorded seminars in orthodontic residencies and continuing education. METHODS: After residents at 3 schools (Sydney, Australia; Winnipeg, Manitoba, Canada; and Manchester, United Kingdom) viewed a recorded interactive seminar, they discussed its content with the seminar leader at a distance via video conferencing, audio-only interaction by telephone, and Internet chat with Net Meeting software (Microsoft, Bellevue, Wash). The residents then completed evaluations containing both closed- and open-ended questions. In addition, attendees at the Iranian Orthodontic Congress also viewed a recorded seminar, had questions answered via an interpreter in a video conference, and completed summary evaluations. RESULTS: Video conferencing received the highest ratings and was never cited as the least favorite method of interaction. Telephone interaction was a close second in mean scores, and Internet chat was a distant third. All residents stated that they would like to be taught through distance education again. However, the Iranian orthodontists were less enthusiastic. CONCLUSIONS: Distance learning based on observation of recorded seminars and follow-up interaction is an acceptable method of instruction that can allow residents and practicing orthodontists access to various materials and experts, and perhaps help to ease the strains of current faculty shortages. More data are needed to determine whether video conferencing is worth the additional cost and complexity over audio-only interaction.