Massive Open Online Courses in Dental Education: Two Viewpoints

Abstract

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

Students’ perceptions on dental education in the wake of the COVID‐19 pandemic

“…Tools such as videos, virtual cases, and recorded lectures may be key to resolving the shortcomings of virtual learning in dentistry 1,4 and could serve to supplement in-person learning post-pandemic. 5…”

Massive online open course on pediatric dentistry for senior undergraduates during COVID‐19 pandemic

“…To improve students' critical thinking skills, case-based evaluations, visual materials, and engaging activities are recommended. 1 It will be beneficial to use an online education platform that allows students to be involved in education by their own pace, using videos, lectures, notes, and articles.…”

Integration of Massive Open Online Course (MOOC) in Ophthalmic Skills Training for Medical Students: Outcomes and Perspectives

“…However, some people hold a wait-and-see attitude to the worth of MOOC. They argue that MOOC fails to provide direct contact between students, supervisors, and patients, and would be unable to replace more than a subset of didactic courses 10. In addition, although pilot studies suggest that MOOC was successful in engaging participants, delivering higher teaching satisfaction and easier understanding of concepts where relevant, whether they improve practical skills is uncertain 10…”

“…They argue that MOOC fails to provide direct contact between students, supervisors, and patients, and would be unable to replace more than a subset of didactic courses. 10 In addition, although pilot studies suggest that MOOC was successful in engaging participants, delivering higher teaching satisfaction and easier understanding of concepts where relevant, whether they improve practical skills is uncertain. 10 In this study, we integrated a MOOC with conventional clinical ophthalmic skill teaching and used a standardized assessment form-based grading system to semiquantify the impact of MOOC on promoting medical students' skills, as well as the students' perspective on MOOC.…”