U.S. Dental Students’ and Faculty Members’ Attitudes About Technology, Instructional Strategies, Student Diversity, and School Duration: A Comparative Study

Abdelkarim, Ahmad; Benghuzzi, Hamed; Hamadain, Elgenaid; Tucci, Michelle; Ford, Timothy G.; Sullivan, Donna

doi:10.1002/j.0022-0337.2014.78.4.tb05713.x

Cited by 20 publications

(16 citation statements)

References 16 publications

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“…In the statement about program duration, most participants disagreed or strongly disagreed that it should be increased. This data is consistent with that found by Abdelkarim et al (14). A large portion of the participants agreed there is a need for specialist education, a result similar to that found by Walton et al (18), who examined Canadian dental students.…”

Section: Discussionsupporting

confidence: 91%

An evaluation of attitudes about educational strategies, school duration, specialty and technology in a group of turkish dental students

Genç¹,

Büyük²,

Şimşek³

2018

Gulhane Med J

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Recently, technology has taken a more active role in education than before. Students have technological options, and their use in learning increases day by day. Digital textbooks and libraries are good examples of this instance. Advantages and disadvantages are associated with both electronic and printed textbooks. Electronic books are less expensive than print versions and are available on the Internet (10-13). Digital libraries comprise various sources that benefit students, but questions arise about being dependent on a computer when studying (14). Several studies have been performed in dental education, and all have contributed various benefits to this field. Through these contributions, educators could improve the quality of their education systems. The purpose of this study was to evaluate, among Turkish dental students, attitudes about educational

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Section: Discussionsupporting

confidence: 91%

An evaluation of attitudes about educational strategies, school duration, specialty and technology in a group of turkish dental students

Genç¹,

Büyük²,

Şimşek³

2018

Gulhane Med J

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“…14,[27][28][29] Although, some hesitations of faculty to change their teaching styles to incorporate e-learning have been associated with low perceived benefit, time intensiveness, and perceived difficulty of developing these tools. [30][31][32] Future research should explore how to reconcile the disconnect between student and faculty preference for use of YouTube as learning tool for clinical dental procedures. It is important for dental educators to adapt one author's opinion that "the ultimate goal is to bridge the generations that are part of the educational process and support the mission of dental schools to educate competent oral healthcare professionals."…”

Section: Discussionmentioning

confidence: 99%

YouTube use among dental students for learning clinical procedures: A multi‐institutional study

Burns

Abbassi

Qian

et al. 2020

Journal of Dental Education

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Introduction: The objective of this study was to evaluate the use of YouTube as a learning tool for clinical procedures among third-and fourth-year dental students. Methods: A multiple choice survey was distributed through Qualtrics to thirdand fourth-year dental students at 5 United States dental schools. Questions pertaining to YouTube use were asked related to the following categories: demographic information, general YouTube use, YouTube use as a tool to learn clinical procedures, YouTube video sharing, and validity. Descriptive and quantitative analyses were performed. Results: Data were collected in 2019 and 2020 from 479 third-and fourth-year dental students (overall response rate 28.3%). Respondents ranged in age from under 23 to over age 50. Ninety-five percent of respondents considered YouTube videos on clinical procedures to be a helpful learning tool, and 89% would like for their dental school to post tutorials to YouTube/social media. No statistically significant differences were found between dental institutions; however, a statistically significant difference between third-and fourth-year students did exist regarding the frequency of YouTube use. While the use of YouTube as a learning tool for clinical procedures is high, 36% of students are uncertain about the evidence-base of the videos. Conclusions: As dental students use publicly available resources as adjuncts to the dental curriculum, it is important to analyze the quality of the material accessed. These findings may suggest a need for dental institutions to increase the development of evidence-based instructional videos as a part of their clinical educational curriculums.

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“…A 2011 survey of 24 dental schools in the U.S., Canada, and Puerto Rico found that 59% of the students preferred printed books and 50% said they did not use the VitalBook in schools where the digital library had been adopted 10 . A more recent survey gauged the opinion of 187 faculty members and 426 students at ten U.S. dental schools 11 . In that study, 45% of students agreed or strongly agreed with a choice of electronic textbooks over printed books, while 34% preferred printed books to electronic ones and 22% were undecided.…”

mentioning

confidence: 99%

12‐Year Use of a Digital Reference Library (VitalBook) at a U.S. Dental School: Students’ and Alumni Perceptions

Spielman

Maas

Eisenberg

2017

Journal of Dental Education

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Digital textbooks are being used to reduce production and storage costs of printed copies, enhance usage, and include search capabilities, but the use of digital texts is not universally accepted. In 2001, the New York University College of Dentistry introduced a digital reference library, the VitalBook. Beginning in 2005, the college annually surveyed senior students and, from 2012, also surveyed alumni on their opinions and extent of use of the VitalBook. The aim of this study was to evaluate 12 years of students' perspectives and three years of alumni perspectives on the value of the VitalBook to their dental educational experience. Students were asked how frequently they used the VitalBook, if it was a good investment, if they would use it after graduation, and if they would recommend it to others. Alumni were asked the last three questions. This study reports the results from 4,105 students over 12 years (average response rate 95.3%) and 184 alumni over three years (average response rate 17.4%). The results indicated that students used the VitalBook on average 24% of their study time, but they were split regarding the other questions. The majority opinion in 2005 was negative on all questions. These opinions shifted to become more favorable to a peak in 2010, but declined since then to a more negative overall view of the VitalBook. A split opinion among students continued through 2016, with fewer recommending it although more considered it a good investment with plans to use it after graduation. Alumni mirrored their responses as students. These results suggest that, as more flexible and dynamic digitized reference systems emerge, the use of student-paid traditional digitized textbooks may become an even less favored choice.

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U.S. Dental Students’ and Faculty Members’ Attitudes About Technology, Instructional Strategies, Student Diversity, and School Duration: A Comparative Study

Cited by 20 publications

References 16 publications

An evaluation of attitudes about educational strategies, school duration, specialty and technology in a group of turkish dental students

An evaluation of attitudes about educational strategies, school duration, specialty and technology in a group of turkish dental students

YouTube use among dental students for learning clinical procedures: A multi‐institutional study

12‐Year Use of a Digital Reference Library (VitalBook) at a U.S. Dental School: Students’ and Alumni Perceptions

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