Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Abstract

A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

“…During the teaching process, it is possible to observe several phases: motivational (preparation of students for active learning), exposure (initial acquaintance of students with the new curriculum), fixation (initial repetition and confirmation of the curriculum), and diagnostic (testing of acquired knowledge, skills, and habits). Research on the impact of a pandemic on education is currently addressed by several authors and institutions within their conditions, for example [4][5][6][7][8][9][10][11].…”

Dental Students’ Perception Towards Internal Medicine

“…[7][8][9] However, with the changing preference of students and with options of so many teaching-learning methodologies, it has been a challenge to devise the most suited approach. [10][11][12][13] It was encouraging to find that majority of the students responded to be interested in internal medicine. The respondent's population was fairly well distributed in terms of age but a significant portion of the respondents were females, most of them were doing their internship and not everyone had appeared for their board exams in internal medicine.…”

La evaluacion docente en Anatomía Humana en enseñanzas remotas de emergencia

“…Son numerosos los artículos que han analizado la eficiencia del aprendizaje online en alumnos universitarios, incluyendo artículos que analizan el impacto del aprendizaje a distancia en el área de Anatomía (10)(11). Sin embargo, son muy pocos los artículos que han realizado una comparativa entre la evaluación docente en el aula frente a la evaluación docente a distancia (12)(13). Nuestros resultados han mostrado que no existen diferencias significativas en los resultados obtenidos de los exámenes realizados independientemente de que la evaluación se realice de manera presencial o a distancia.…”

“…Nuestros resultados han mostrado que no existen diferencias significativas en los resultados obtenidos de los exámenes realizados independientemente de que la evaluación se realice de manera presencial o a distancia. Estas mismas conclusiones indicaron Hakami y colaboradores (13), quienes mostraron que los conocimientos y destrezas obtenidos por parte de 92 alumnos que recibieron en un curso virtual de odontología en comparación con 106 alumnos que desarrollaron el mismo curso en la modalidad presencial eran los mismos. En la misma línea, Chang y colaboradores (12) también mostraron, a partir de los resultados obtenidos con 34 alumnos que recibían educación dental parte presencial y parte a distancia, que los resultados tras las evaluaciones correspondientes no diferían en función de donde se hubiera realizado el examen.…”