A blended learning approach to teaching pre‐clinical complete denture prosthodontics

Faraone, Karen L.; Garrett, Pauline H.; Romberg, Elaine

doi:10.1111/j.1600-0579.2012.00753.x

Cited by 45 publications

(52 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, there are limited research studies on perception of blended learning specifically in the dental curriculum, although there have been recent reports of positive outcomes on effectiveness, improved motivation, enhanced active engagement, and collaborative and interactive aspects of the utilisation of the flipped classroom, that are relevant as a context for this research study. [5][6][7][8][9][10][11] As new and innovative methods of learning are used in dental education, we also need novel and productive ways of assessing the students' perceptions of the learning experiences. We report here the first use of ICNDs to analyse dental students' percepts of a blended learning experience in dental education based on Likert-scale data.…”

Section: Blended Learning In Dental Educationmentioning

confidence: 99%

Students' perceptions of a blended learning experience in dental education

Varthis

Anderson

2016

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

Section: Blended Learning In Dental Educationmentioning

confidence: 99%

Students' perceptions of a blended learning experience in dental education

Varthis

Anderson

2016

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…[18][19][20] Kavadella et al 20 evaluated the educational effectiveness of blended lessons with conventional lessons. They found that blended learning is well evaluated by undergraduate students.…”

Section: Discussionmentioning

confidence: 99%

“…In another study by Bains et al, 19 blended learning was more effective and accepted compared with RLE or face-to-face learning alone. The blended curriculum with studentfocused learning to create didactic and laboratory skills was approved at the end of the study of Faraone et al, 18 in which a preclinical complete denture prosthodontics lesson was tested. Future studies are needed in which the blended, HCE, and RLE methods are compared for deep learning in orthodontics, both in practical work and in diagnosing clinical situations.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Outcomes of Recorded Lecture and Hands-on Course Education in Orthodontic Cast Analysis

Ulkur¹,

Germeç-Çakan²,

Özdemir³

2015

Turkish Journal of Orthodontics

View full text Add to dashboard Cite

Purpose: The aim of this study was to compare recorded lecture education (RLE) and hands-on course education (HCE) via the test of orthodontic cast analysis lesson, which is prepared according to the Structure of the Observed Learning Outcomes (SOLO) taxonomy. Methods: In our single-blinded, randomized, cross-sectional study, 87 students (45 female, 42 male) were divided into 2 groups. In the first group, HCE was used; the second group was given an RLE. One week later, 5 questions prepared by SOLO taxonomy were given to both groups. For scores of intergroup comparisons, the Mann-Whitney U test was used, and for intragroup comparisons, the Kruskal-Wallis test was used.Results: There was no statistically significant difference between the groups' gender distribution (p.0.05). Examination scores of girls and boys did not differ significantly (p.0.05). There was a statistically significant difference in the comparison of average of scores in the HCE group (p,0.05). There was also a statistically significant difference in the average of scores of the RLE group. The averages of scores of the HCE group were found to be significantly higher than RLE group scores (p,0.05), excluding the first, fourth, and fifth questions. Conclusion: Hands-on course education, to which the students are accustomed and with which students are more comfortable asking questions in the classroom and expressing their opinions easily, have higher success rates when compared with RLE. (Turkish J Orthod 2015;28:13-18)

show abstract

“…This method also enables efficient use of time (Camargo et al, 2011;Faraone, Garrett & Romberg, 2013;Maresca et al, 2014), individualizes the educational process, and allows the students to work at their own pace and to repeat the educational program as much as needed while reducing the cost required for education (Al-Jewair et al, 2010;Catteau et al, 2013;Maresca et al, 2014). In many countries, 4 or 5-year dental educational period starts with theoretical courses and terminates with practical ones.…”

Section: Introductionmentioning

confidence: 99%

Impact of internet supported dental education: Initial outcomes in a study sample

et al. 2016

View full text Add to dashboard Cite

The aim of this preliminary mixed method study was to understand dental students' thoughts on internet supported learning environment (ISLE) and to investigate its' impact on their academic success. The research was designed to enroll the students from the 7th semester of School of Dentistry. The lecturer taught dental students for four hours (within four weeks) on the topics of "anamnesis, extraoral and intraoral examination". Voluntary twenty-four students participated actively to the ISLE. During the evaluation phase, data were collected by using open-ended questionnaire, instructor's observation, students' evaluation forms and exam results. According to the Open-ended questionnaire, 90% of the participating students mentioned e-learning experience positively affected their success; 55% of the students stated that dental courses can be taught online. According to students' evaluation form, the highest mean score was granted to the instructor of the course (4.6/5), followed by the learning environment (4.1/5) and the materials (3.7/5). There was a significant difference between the grades granted to the instructor and materials; students thought the instructor was more important than the teaching materials (p<0.05). It was concluded that ISLE supported by PBL increased the students' satisfaction, positive learning environment and academic success.

show abstract

A blended learning approach to teaching pre‐clinical complete denture prosthodontics

Abstract: Making use of the technologically advanced environment, the blended curriculum fostered student-focused learning to develop the didactic and laboratory skills necessary for competency in a pre-clinical setting.

Cited by 45 publications

References 11 publications

Students' perceptions of a blended learning experience in dental education

Students' perceptions of a blended learning experience in dental education

Comparison of Outcomes of Recorded Lecture and Hands-on Course Education in Orthodontic Cast Analysis

Impact of internet supported dental education: Initial outcomes in a study sample

Contact Info

Product

Resources

About