An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Abstract

At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

“…Our results show a positive attitude related to TEL application in periodontics education, which was also emphasized by other studies in dental education. 2,[42][43][44] This finding might suggest that TEL implementation in undergraduate dental courses motivate students through their learning process. The application of a questionnaire to assess students' attitudes was highlighted by Shoaib et al as an essential tool in evaluating impacts on educational outcomes, especially in a leaner-center approach.…”

“…New technologies have led to the implementation of innovative learning and teaching methods in dental education away from traditional educational pedagogies. [1][2][3] Among different types of technologies, technology-enhanced learning (TEL) is the application of information and communication technologies in the delivery of education. 4,5 In this systematic review, the concept of TEL was adopted to describe any learning methods that implement computers, mobile devices, software, virtual reality, virtual learning environment and videos as educational tools.…”

“…New technologies have led to the implementation of innovative learning and teaching methods in dental education away from traditional educational pedagogies 1‐3 . Among different types of technologies, technology‐enhanced learning (TEL) is the application of information and communication technologies in the delivery of education 4,5 .…”

Impact of a diagnostic workshop on undergraduate teaching‐learning process for the diagnosis and management of tooth restorations—A randomised controlled study

“…Active learning approaches such as problem-based learning, case studies and practical training have been shown to be more successful than the traditional model, providing a dynamic and engaging experience for dental students. [15][16][17][18] Practical training would ideally use human teeth to mimic clinical work. 19 However, human-extracted teeth with real cases of secondary caries progression are difficult to obtain, and thus, other alternatives must be used in the teaching process.…”

“…Practical training in detection and management of secondary caries could be an alternative tool for improving dentist and undergraduate student competencies. Active learning approaches such as problem‐based learning, case studies and practical training have been shown to be more successful than the traditional model, providing a dynamic and engaging experience for dental students …”