Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis

Abstract

Objectives:Blended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student’s reflection regarding blended learning in dental pharmacology.Subjects and Methods:A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3rd and 4th year BDS students. A total of 145 dental students, who consented, participate in the study. Students were divided into 14 groups. Nine online sessions followed by nine face-to-face discussions were held. Each session addressed topics related to oral lesions and orofacial pain with pharmacological applications. After each week, students were asked to reflect on blended learning. On completion of 9 weeks, reflections were collected and analyzed.Statistical Analysis:Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke.Results:The four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions.Conclusions:Blended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology.

Dental students' knowledge of and attitudes towards prescribing medication in Western Australia

“…Furthermore, there is an agreement that the quality of instructors, assessment type, learning environment and lecture content influence overall learning for dental students. 17,[35][36][37][38][39][40][41][42] Furthermore, it is important to emphasise that supervising tutors may need additional training to ensure that they are competent in the knowledge of modern prescribing frameworks and that they understand the principles of antimicrobial stewardship and the quality use of medicines. 9,43 The current study had several strengths and limitations worth noting.…”

Is online‐only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

“…For example, students could write their own annotations, place additional pins, share images through creation of QR codes, measure areas of interest or utilise a presentation cursor during online sessions. (4) Students could also direct questions to the academic staff with the option of making these questions visible to fellow students as an annotation afterwards.…”

“…Blended learning concepts are generally thought to be the gold standard for effective content delivery in medical education. [1][2][3][4][5][6][7] It combines synchronous (i.e. time-fixed live lessons, online or on campus) face-to-face (F2F) learning and asynchronous (i.e.…”

“…Blended learning concepts are generally thought to be the gold standard for effective content delivery in medical education 1‐7 . It combines synchronous (i.e.…”

Is there any sustained effect of the coronavirus disease 2019 pandemic? – A controlled trial comparing pre‐ and post‐pandemic oral radiology courses

“…Therefore, blended learning has emerged as a prominent instructional approach in medical education, gaining recognition for its effectiveness in content delivery. [2][3][4][5][6][7][8][9] Moreover, blended learning offers learners unparalleled flexibility in terms of time and location, fostering self-paced learning and promoting autonomy. 10,11 Its adaptable nature is believed to facilitate robust memory consolidation, resulting in enhanced knowledge acquisition and retention among medical students.…”