Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

Abstract

The provision of distance education has increased rapidly over the past few years owing to the COVID‐19 pandemic. The core of gross anatomy distance education is three‐dimensional (3D) visualization of anatomical structures, and the use of simple 3D visualization tools has increased as distance education has become more popular. The purpose of this study was to establish a more effective operation plan in dental hygiene by investigating learners' opinions about distance education of gross anatomy and 3D visualization tools, and by comparing and analyzing their academic achievements. The study involved 250 students and comprised an analysis of 120 students who took a head and neck anatomy class at the Department of Dental Hygiene at D University via distance learning during 2020–2022, and 130 graduates who had completed the class via face‐to‐face learning during 2015–2017. An online survey of 120 of the enrolled students comprised 10 questions asking for opinions on the head and neck anatomy distance learning classes, five questions on the 3D visualization tool, and five on general characteristics. Overall, the learners had positive perceptions of distance education for head and neck anatomy and the 3D visualization tool. Among the education methods compared, they generally preferred blended learning (n = 47, 39.2%). There was a significant preference for the distance learning method of asynchronous classes (n = 86, 94.5%). Analysis of academic achievements according to whether or not distance education was conducted revealed a significantly higher score in the face‐to‐face class group (P < 0.05). A blended learning method can be effective in increasing learner satisfaction and improving academic achievement in gross anatomy classes on dental hygiene. It is suggested that theoretical material should be learned through asynchronous content and knowledge expanded through small‐group activities during face‐to‐face learning. This will help establish a standard model for teaching of gross anatomy in dental hygiene in the postpandemic era.