Exploring the Relation Between Online Case-Based Discussions and Learning Outcomes in Dental Education

Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students' learning experience?

Despite its importance, interaction remains limited in MOOC-based flipped classroom (MBFC) Grounded in social learning theory, we proposed an MBFC approach supported by social media to facilitate students' interaction with peers and learning performance. A quasi-experiment was conducted to compare the MBFC approach (N = 58) based on WeChat with the conventional MBFC approach (N = 52). The results revealed that the use of WeChat in an MBFC approach led to better performance in terms of watching video lectures and completing online exercises before the class; however, it did not significantly enhance student learning performance compared to the conventional MBFC approach. In addition, the study found that students were moderately satisfied with the MBFC approach supported by WeChat. According to a WeChat interaction quantity and quality analysis, students' non-substantive postings are much higher than students' substantive postings in WeChat interaction groups, but students' contributions to the postings have no significant effect on the final marks. Findings from this study could be of valuable reference for practitioners and researchers who plan to leverage social media tools such as WeChat to support student MOOC learning.

Effect of active learning and online discussions on the academic performances of dental students

BACKGROUND

COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education.

METHODS

This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor's worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor's worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results.

RESULTS

The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items.

CONCLUSIONS

In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.

Effects of periodontal clinical database software in resident training during COVID-19 pandemic: a prospective observational study

BACKGROUND

Dental residents in Guangdong, China, had fewer medical practice opportunities because of the pandemic of COVID-19. This study aimed to evaluate whether a case-based learning (CBL) approach using a periodontal clinical database software (PCDS) could improve residents' achievement in the exam of the standardized residency training (SRT) program.

METHODS

Forty-four dental residents volunteered and completed this trial. Within 12 weeks, all residents admitted periodontal patients 5 days a week and participated in a case-based learning course using PCDS once a week. Two online case-based examinations were used to evaluate their diagnostic and therapeutic performance before and after training. The total accuracy rate of examinations and the accuracy rate of subitems were analyzed using paired samples T-test. The Bonferroni correction is used for multiple testing adjustments, and p < 0.05 was considered statistical significance.

RESULTS

After training, the total accuracy rate of SRT exams raised from 65 to 76%. There was a significant difference in the accuracy rate before and after training (Mean = 0.103, SD = 0.141, p < 0.001). The accuracy of radiographic examination (type of alveolar bone absorption and hard tissue lesion of tooth) and making treatment plan was significantly improved after training (p < 0.005). However, residents' performance in diagnosing periodontitis and predicting the prognosis of affected teeth was not improved.

CONCLUSIONS

The PCDS and CBL method effectively improved the residents' achievement in SRT examination, especially in identifying the type of resorption of alveolar bone and the hard tissue lesion of a tooth by radiographic examination and making an appropriate treatment plan for a periodontitis patient. More effective teaching approaches are needed to improve residents' accuracy of diagnosis of periodontitis using the 2018 classification in China.