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

Bednar, Eric D.; Hannum, Wallace H.; Firestone, Allen R.; Silveira, Anibal M.; Cox, Thomas D.

doi:10.1016/j.ajodo.2007.06.008

Cited by 33 publications

(28 citation statements)

References 5 publications

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“…Prominent differences in ratings between methods (i.e., .30% difference in positive rating between at least 2 of the methods) were noted by at least 1 subgroup in 8 of the survey questions (4,(7)(8)(9)(10)(11)(12)(13). While this did not trend in favor of any one method, participants ultimately indicated that they were most willing to use the PowerPoint method.…”

Section: Discussionmentioning

confidence: 89%

“…Distance education can provide opportunities for residents to interact with experts in their field in virtually any part of the world, and interactions with residents in other programs is perceived as an enhancement of the overall learning experience 3,13 ; however, there are technical, logistical, and cost-related limitations that still need to be overcome to provide a more seamless educational experience. The goal will be to find the proper balance between effective and efficient teaching methods in distance training opportunities.…”

Section: Resultsmentioning

confidence: 99%

“…5 Recent advances in Web technologies and applications have led to an increase in the popularity of distance learning programs in health care education. Technical, logistical, and cost-related limitations still exist (particularly in international collaborations), 11,13,14 but even so, the specialty of radiology, because it is largely image based, seems well positioned to transfer a portion of its course delivery to an online format.…”

Section: Discussionmentioning

confidence: 99%

“…The survey was designed to evaluate several areas, including the perceived effectiveness of the teaching and course delivery methods in achieving the course objective (question 1) and goals (questions 2-7) and the satisfaction rate for the use of the different educational methods when considering the learning potential of each session (questions 9-12). Additional questions were inserted to evaluate the level of participation (question 8), the ease of use of the Web applications, and the willingness of the participants to use these technologies in future distance education courses (questions 13,14). An invitation to write short open-ended comments was included at the end of the survey.…”

Section: Methodsmentioning

confidence: 99%

“…13,14,20,21 Prompt feedback from the educator is also felt to be one of the most effective ways to reinforce learning behaviors and to encouraging reflection on mistakes. 22,23 It is therefore interesting to note that in this study the learning method perceived by students as being most effective in achieving the stated goals was the method with the least amount of direct interaction, possibly owing to the design of the presentations and/or the ability of the students to review the information at their own pace or on multiple occasions.…”

Section: Limitationsmentioning

confidence: 99%

See 4 more Smart Citations

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Poirier¹,

Cooley²,

Wessely³

et al. 2014

Journal of Chiropractic Education

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Objective: The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods: Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results: Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating .4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings .4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions: The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

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Section: Discussionmentioning

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

See 3 more Smart Citations

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Poirier¹,

Cooley²,

Wessely³

et al. 2014

Journal of Chiropractic Education

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Effective Data Management and Communication for the Contemporary Orthodontist

Revankar¹

2012

Integrated Clinical Orthodontics

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Interactive Distance Learning in Orthodontic Residency Programs: Problems and Potential Solutions

Klein

Hannum

Fields

2012

Journal of Dental Education

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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-ive 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.

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

Cited by 33 publications

References 5 publications

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Effective Data Management and Communication for the Contemporary Orthodontist

Interactive Distance Learning in Orthodontic Residency Programs: Problems and Potential Solutions

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