Introduction of a learning pathway combining passive and interactive formats in gerodontology: A pilot study

Abstract

BackgroundDuring the 2021–2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth‐year students in addition to passive courses in gerodontology.Materials and methodsStudents’ participation in the quizzes and SG and their subsequent satisfaction were evaluated. Students’ performance for managing a dental visit with older patients were also assessed by using two tests proposed before and after the completion of the third quiz and the SG. Scores obtained to these tests were then submitted to a paired t‐test. Significance levels were set at p < 0.05.ResultsStudent participation in the three quizzes and SG remained high throughout the semester. The level of satisfaction with the course was high (respectively 26.7% very satisfactory and 65.5% satisfactory). Finally, mean ± SD scores of performances were 65.6 ± 9.2 before and 69.5 ± 9.8 after the completion of the third quiz and the SG (p = 0.0002, t‐test, df = 163).ConclusionThe frequency of use and the scores obtained in interactive activities suggest that students were involved in their gerodontology training during the semester. The learning outcomes of fourth‐year students were improved after the interactive activities. The introduction of a training pathway based on interactive activities could facilitate the acquisition of knowledge and skills by undergraduates in gerodontology.