Self‐Directed Digital Learning: When Do Dental Students Study?

Abstract

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p<0.0001). Among the students, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (p<0.001). There was no association between module access and course performance. In this non-traditional, non-lecture, self-directed curriculum, students rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

The dentist will scan you now: The next generation of digital‐savvy graduates

“…This sets current students apart from their predecessors in terms of their lack of apprehension and increased familiarity with information technology. In order to effectively educate these students, new pedagogical teaching structures consisting of digital tools are essential to supplement the traditional didactic practice 19‐21 to meet modern learning styles.…”

Education and Learning in Digital Dentistry

“…Today, technology is playing an important role in driving innovation and shaping student experience in dentistry education. As learning methods and tools continue to advance understanding educational methodologies is crucial to optimizing educational effectiveness, (Jackson et al, 2018). Innovations such as virtual anatomy, haptic feedback tools, and improved digital charting methods offer many opportunities to make pre-clinical education more efficient.…”

“…Generation Y (millennium generation) is the expression used to describe a person who generally reached adulthood in the early 21 st century and was born in the period of the early 1980s to the early 2000s (Jackson et al, 2018). Most dental students belong to the millennial generation came to the campus in 2000 (Blue and Henson, 2015).…”

“…Most dental students belong to the millennial generation came to the campus in 2000 (Blue and Henson, 2015). This generation, born in the age of rapid technological advancements and has different features that may require former educators to adapt their teaching strategies to the most effective way (Turner et al, 2016;Jackson et al, 2018). Their unique characteristics, diversities and expectations for the learning environment are challenging the faculties to reconsider their traditional pedagogy as well as the learning environments offered to students (Blue and Henson, 2015).…”

“…In addition, the use of technology can allow direct observation of students' studying habits and generate objective data to help optimize and personalize dental education. (Jackson et al, 2011;Jackson et al, 2018). It is important that the faculty "frames" the course and supports student interactions by providing resources and opportunities.…”