4.1 Web‐based interactive learning programmes

Abstract

In the future, the training of competent dentists will need to take advantage of up-to-date digital technologies and learning practices. In order to accomplish this, the following goals should be considered: i) the design of 'customizable' web-based curriculum matrices that accommodate the training philosophies and resources of individual dental schools; ii) the development of digital instructional modules that can be incorporated or downloaded into specific parts of a curriculum; iii) the establishment of an e-consortium, which provides peer view and guidance in the design of teaching modules, and which is responsible for the storage, maintenance, and distribution of teaching modules within the consortium; iv) the development of central human and physical resources at each dental school to enable the seamless delivery of instructional modules in a variety of learning environments; and v) the assessment and provision of ICT training to students and faculty with respect to the use of computers and related digital technologies and educational software programmes. These goals should lead to the creation of a 'virtual dental school'. Within this project summative and formative evaluations should be performed during both the production and development of teaching material (e-learning material) and the learning process. During the learning process the following aspects should be measured and evaluated: i) students' behaviour; and ii) effectiveness, retention and the transfer of e-learned material into the clinical situation. To obtain evidence of the efficacy of e-learning material a certain amount of research has to be done in the near future. It is suggested that all parameters currently known have to be implemented during the development of a learning programme. Previous workers have evaluated the following elements with e-learning: i) planning, ii) programming and technical development, iii) learning behaviours, iv) learning outcomes of both the programme and the student, v) the acquisition of knowledge, skills and attitude and vi) the transfer of e-learned skills into clinical situations.

Nine years of DentEd — a global perspective on dental education

“…10 However, there are always the dangers that ICT can become the master rather than the servant, that it can encourage a 'cut and-paste' approach to compiling teaching material and that, despite its undoubted potential, investment in it can be wasted. The working group attempted 10 to avoid these pitfalls by posing and answering a number of questions relating to:…”

“…The level of interactivity between text and image should be rela tive to the skill level of the learner.' 10 The working group on electronic man agement systems saw a major impact of ICT in facilitating learning and the management of resources involved in the learning process. 11 They stressed the linkage between clinical practice under taken by students and the provision of information on students' progress, argu ing that 'a totally computerised clinical operation will improve student evalu ation, patient recall and effi ciency of treatment.…”

“…This principle will allow students to compare informa tion provided from several sources.' 10 In addition, they suggested that 'Each image in any database must meet certain standards, ie quality or image resolution. All images must describe defi ned condi tions and include interactive options to guide and assist the learning process.…”

“…10 To avoid 'cut-and-paste' courses they recommend 'Database packages of images and texts must be linked to the evidence based literature and to other similar data bases of the same content. This principle will allow students to compare informa tion provided from several sources.'…”

Διερεύνηση Της Εκπαιδευτικής Αποτελεσματικότητας Της Συνδυασμένης Μάθησης Για Τη Διδασκαλία Των Προπτυχιακών Φοιτητών Οδοντιατρικής

“…Τα εξσηεκαηνιόγηα πεξηείραλ εξσηήζεηο θιεηζηνύ ηύπνπ (λαη-όρη), αλνηθηνύ ηύπνπ θαη εξσηήζεηο θιίκαθαο (πεληάβαζκε θιίκαθα Likert), όπνπ ην 1 αληηπξνζώπεπε κηα πνιύ αξλεηηθή απάληεζε θαη ην 5 ηελ πνιύ ζεηηθή απάληεζε. Τα εξσηεκαηνιόγηα δηακνξθώζεθαλ ζύκθσλα κε αληίζηνηρα εξσηεκαηνιόγηα πνπ έρνπλ ρξεζηκνπνηεζεί ζε παξόκνηεο εθπαηδεπηηθέο έξεπλεο (Gibbard & Salajan, 2009;Bufano et al, 2010;Nattestad et al, 2002;Neuhaus et al, 2008;Chen et al, 2010). Η εθπαηδεπηηθή απνηειεζκαηηθόηεηα ηεο θάζε κεζόδνπ δηδαζθαιίαο πξνζδηνξίζζεθε από ηα εμήο θξηηήξηα: α) ηελ ηειηθή βαζκνινγία ησλ θνηηεηώλ θαη β) ηηο απαληήζεηο ζηα εξσηεκαηνιόγηα.…”