Assessing the effectiveness of an online dental pharmacology course

Morales‐Pérez, Miguel A.; Muñoz‐Gómez, Alba R.; Argumedo, Gabriela; Gómez‐Clavel, José Francisco

doi:10.1002/jdd.12164

Cited by 6 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The result of this study is consistent with those of Morales‐Pérez et al [ 29 ], Absi et al [ 32 ], and Rosenberg et al [ 33 ] regarding the effectiveness of web-based learning and web-based courses in increasing the knowledge of participants.…”

Section: Discussionsupporting

confidence: 92%

“…These findings are consistent with previous studies that have investigated the effectiveness of web-based learning in enhancing participants’ knowledge and skills. This success of the course could be attributed to the well-structured presentation and content of the course, as well as the ease of use of the web-based platform (LMS-Moodle) and its flexibility in navigating the course content [ 29 , 30 ].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study

Al-Sbei,

Ataya,

Jamous

et al. 2024

JMIR Form Res

View full text Add to dashboard Cite

Background Restorative dentistry plays a crucial role in dental practice, necessitating professionals to stay abreast with the latest advancements in the field. The advancement of technology has made web-based learning a widely used method of education delivery in dentistry, providing learners with extensive information and flexibility. Objective This study aims to evaluate how effective an online educational course in restorative dentistry is for dental graduates in Syria. Methods This study used a pre-experimental study design, with pretest and posttest assessments to measure changes in participants’ knowledge and skills. A total of 21 dental graduates completed the online course in restorative dentistry, which was hosted on Moodle, using the learning management system of the Syrian Virtual University. Participants were provided with a suggested learning sequence and had the flexibility to navigate the course on their own and at their own pace. The course was developed based on the principles of web course design and web-based course development using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) general instructional design model. The pretest and posttest assessments consisted of 50 multiple-choice questions with a single correct answer, aligning with the course content. Furthermore, participants were asked to complete a course acceptance survey upon finishing the course. Results The results showed a significant improvement in the participants’ knowledge of restorative dentistry, supported by a statistically significant P value of less than .05. The effect size of the difference between the pre and posttest indicated that the effect size, as indicated by ω2, demonstrated a significant 62.1% difference between the pre and posttest, indicating a high and statistically significant effect. Furthermore, the value derived from the Haridy obtained work ratio formula indicated that the educational program was effective, with an effectiveness amount of 3.36%. Additionally, 93% (n=19) of respondents expressed confidence in having gained the expected benefits from the educational course upon its completion. Conclusions The findings indicated a notable enhancement in the participants’ understanding of restorative dentistry. The participants’ high satisfaction rate and positive feedback from the course acceptance survey further emphasize the favorable reception of the web-based learning approach. This study highlights the potential of web-based learning in dental education, opening the door for future research in this area. The findings of this study carry important implications for the design and implementation of web-based educational programs in dentistry, suggesting that such programs can serve as an effective tool for continuous professional development in the field.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study

Al-Sbei,

Ataya,

Jamous

et al. 2024

JMIR Form Res

View full text Add to dashboard Cite

show abstract

“…In our study, students demonstrated significant improvement in scores from pre-workshop quiz to post-workshop quiz and all the 16 self-efficacy scores pertinent to the basic research skills. Similarly, a study conducted by Morales-Pérez et al reported significant improvement in the pre-and post- test scores of the participants after attending an online course [ 28 ]. Moreover, the outcomes of a study conducted by Soffer et al showed that students scored higher in online courses than in face to face courses [ 29 ].…”

Section: Discussionmentioning

confidence: 93%

Low-cost peer-taught virtual research workshops for medical students in Pakistan: a creative, scalable, and sustainable solution for student research

et al. 2021

View full text Add to dashboard Cite

Background Pakistan has not been a major contributor to medical research, mainly because of the lack of learning opportunities to medical students. With the increase in online learning systems during COVID-19, research related skills can be taught to medical students via low-cost peer taught virtual research workshops. Aim of the Study To assess the effectiveness of a comprehensive low-cost peer-taught virtual research workshops amongst medical students in Pakistan. Methods This quasi-experimental study assessed the effectiveness of five virtual research workshops (RWs) in improving core research skills. RWs for medical students from across Pakistan were conducted over Zoom by medical students (peer-teachers) at the Aga Khan University, Pakistan, with minimal associated costs. The content of the workshops included types of research, ethical approval and research protocols, data collection and analysis, manuscript writing, and improving networking skills for research. Improvement was assessed via pre-and post-quizzes for each RW, self-efficacy scores across 16 domains, and feedback forms. Minimum criteria for completion of the RW series was attending at least 4/5 RWs and filling the post-RW series feedback form. A 6-month post-RW series follow-up survey was also emailed to the participants. Results Four hundred medical students from 36 (/117; 30.8%) different medical colleges in Pakistan were enrolled in the RWs. However, only 307/400 (76.75%) medical students met the minimum requirement for completion of the RW series. 56.4% of the participants belonged to the pre-clinical years while the rest were currently to clinical years. The cohort demonstrated significant improvement in pre-and post-quiz scores for all 5 RWs (p < 0.001) with the greatest improvement in Data Collection and Analysis (+ 34.65%), and in self-efficacy scores across all domains (p < 0.001). 166/307 (54.1%) participants responded to the 6 months post-RWs follow-up survey. Compared to pre-RWs, Research involvement increased from 40.4 to 62.8% (p < 0.001) while proportion of participants with peer-reviewed publications increased from 8.4 to 15.8% (p = 0.043). Conclusion Virtual RWs allow for a wide outreach while effectively improving research-related knowledge and skills, with minimal associated costs. In lower-middle-income countries, virtual RWs are a creative and cost-effective use of web-based technologies to facilitate medical students to contribute to the local and global healthcare research community.

show abstract

“…Furthermore, there is an agreement that the quality of instructors, assessment type, learning environment and lecture content influence overall learning for dental students. 17,[35][36][37][38][39][40][41][42] Furthermore, it is important to emphasise that supervising tutors may need additional training to ensure that they are competent in the knowledge of modern prescribing frameworks and that they understand the principles of antimicrobial stewardship and the quality use of medicines. 9,43 The current study had several strengths and limitations worth noting.…”

Section: Discussionmentioning

confidence: 99%

Dental students' knowledge of and attitudes towards prescribing medication in Western Australia

Park

Daniel

Wong

et al. 2022

Eur J Dental Education

View full text Add to dashboard Cite

Introduction: Dentists can prescribe medications for prophylactic and therapeutic purposes. In Australia, dental graduates can autonomously practise within the scope of their qualifications without needing to undertake an internship post-graduation.Although previous research has identified knowledge gaps amongst dental students in Australia on pharmacology and pharmacotherapeutic knowledge, there has been no published research that qualitatively highlights dental students' knowledge of medication prescribing in Australia. This study aimed to undertake a qualitative analysis of Western Australian dental students' attitudes towards and knowledge of medication prescribing.Methods: This qualitative case study design employed semi-structured interviews as means of collecting data. It utilised a purposive sampling in penultimate and final year dental students at the University of Western Australia.Results: Twenty dental students participated in the study. Five key themes were identified in the data: current and previous education, application when delivering pharmacology and pharmacotherapeutics, teaching to ensure patient-centred care, supervision and referral to relevant resources. Participants agreed that having previous knowledge in the area provides students with confidence regarding medication prescribing. Furthermore, students in this study valued having guidance when prescribing medications.Conclusions: This study highlights the complexity of medication prescribing for dental students. It also highlights their experience with the current pharmacology and pharmacotherapeutics curriculum. All students interviewed valued application-based teaching, making it specific to dentistry. If curriculum were to be redeveloped, considering their perceptions may be a valuable tool.

show abstract

Assessing the effectiveness of an online dental pharmacology course

Cited by 6 publications

References 18 publications

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study

Low-cost peer-taught virtual research workshops for medical students in Pakistan: a creative, scalable, and sustainable solution for student research

Dental students' knowledge of and attitudes towards prescribing medication in Western Australia

Contact Info

Product

Resources

About