Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Abstract

Objectives While numerous virtual/remote simulation‐based learning (SBL) modules were implemented due to the COVID‐19 pandemic, limited data on their effectiveness are available. This study aimed to investigate the effectiveness of a remote SBL module for periodontal instrumentation compared to traditional onsite SBL modules. Methods Calibrated faculty members have instructed in all modules. Synchronous remote SBL activities using a secure videoconferencing application, which replaced onsite practices, were conducted in a small group setting in the remote SBL module for the class of 2023. After the class took the onsite second‐year practical examination, a set of multiple and logistic regression analyses (N = 389) were conducted to test if the second‐year practical examination scores and the passing rates were significantly different between the remote SBL (class of 2023) and onsite SBL I and II (class of 2019 and 2022) groups. Results Both mean practical examination score and passing rate from the remote SBL group (class of 2023) were significantly higher than those from the onsite SBL II group (class of 2022) when their first‐year practical examination scores were not considered (p < 0.05). Once the first‐year practical examination scores were considered, the remote SBL group was not significantly different from the onsite SBL I and II groups with respect to the mean second‐year practical examination score and the passing rate. Conclusion The proposed remote SBL module achieved the comparable student learning outcomes compared to the onsite SBL modules while it utilized less staff, time, and material expenditure.

Effectiveness of distance learning for preclinical periodontal education

“…Positive findings for the effectiveness of DL have been reported in various areas of education with respect to student learning outcomes 16 . However, it is still uncertain if those findings generally apply to dental education since few systematic studies have investigated the impact of DL on dental education by means of student learning outcomes such as test scores 2,3 . One study used test scores as outcome variables, but test questions for their DL and CL groups were different.…”

“…Thus, preclinical periodontal education is composed of didactic and practical portions 1 . While simulation‐based learning is implemented to develop manual skills in the practical portion, 2 lectures, and summative assessments in the didactic portion comprise the majority of the entire preclinical periodontal courses. Traditional classroom learning (CL) had been employed in the second‐year periodontics course.…”

“…However, DL was used as a supplementary teaching method until the COVID‐19 pandemic significantly affected dental education 3 . Maintaining social distance turned into one of the most important safety measures during the pandemic 2 . Because the learning process in DL could be conducted regardless of time and place, DL became the primary method of instruction in dental education in the 2020 and 2021 academic years during the COVID‐19 pandemic.…”

Huế dental students’ use and perception of an online dental learning platform: A pilot study

“…There is a high prevalence of dental students using online resources such as YouTube and Google searches to supplement their education 2 . Studies in dental schools have even found that using educational videos yielded high scores on clinical‐based exams 3 . Medical and dental students reported feeling that they are readily equipped to shift toward online education and that online study materials allow for flexibility with learning and improve understanding of content 4 …”

“…2 Studies in dental schools have even found that using educational videos yielded high scores on clinical-based exams. 3 Medical and dental students reported feeling that they are readily equipped to shift toward online education and that online study materials allow for flexibility with learning and improve understanding of content. 4 With increasing online educational resources becoming available, it is vital to ensure their quality, accuracy, and level of evidence as dental students learn from them to use in a clinical setting on live patients.…”