Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program

Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey

Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results  A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students.  Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.

Virtual reality used in undergraduate orthodontic education

INTRODUCTION

Undergraduate dental students frequently have reduced clinical experience which presents a challenge for their dental education. Previously, we developed a virtual reality (VR) simulating the whole clinical treatment process of a patient with angle Class II division 1 malocclusion, and the VR also helped to explain some important orthodontic concepts. As a novel teaching tool, this study aims to compare the effects of VR versus traditional case analysis by Power Point (PPT) in inspiring student learning motivation and evaluating learning experience.

MATERIALS AND METHODS

A randomized, cross-over, stratified sampling method was taken to divide the fourth-year undergraduate dental students equally into two groups. The two groups were crossed over to use VR and PPT.

RESULTS

For the whole study, results indicated that students in the VR group showed higher learning motivation (including attention, relevance, confidence and satisfaction) than in the PPT group, but the differences between VR and PPT groups were not very big, and the median of the differences located at 0. For learning experience, students thought VR to be more useful, more enjoyable and more engaging, but the median of differences also located at 0. Notably, the majority of students had higher recommendations for VR than PPT, and the median difference located at 1. However, when the two phases were analysed separately, some items showed no significant differences between VR and PPT learning.

CONCLUSION

VR is a very useful adjunct to education compared to traditional case analysis by PPT, but we cannot exaggerate its benefits. Educators should make good use of VR to solve the difficult problems in education.

Technology-enhanced simulation-based learning in orthodontic education: A scoping review

INTRODUCTION

Technology-enhanced simulations seem to be effective in dentistry, as they can support dental students to improve competencies in simulated environments. However, implementation of this technology in orthodontic education has not been reviewed.

OBJECTIVE

This scoping review aimed to comprehensively summarize the use of technology-enhanced simulations in orthodontic practice.

METHODS

A systematic search was conducted to identify literature on technology-enhanced simulation-based learning in orthodontic education published from 2000 to 2021. The search was conducted up to September 2021 to identify articles from Scopus, Embase, PubMed, ProQuest Dissertations & Theses Global, Google Scholar and the reference lists of identified articles.

RESULTS

The search identified 177 articles. Following the inclusion and exclusion criteria, 16 articles of 14 digital simulators were included in this review. The findings demonstrated an increasing use of technology-enhanced simulations in orthodontic education. They were designed in several formats, including three-dimensional virtual format, augmented reality, virtual reality, automaton, haptic, and scenario-based simulations. These simulations were implemented in varied areas of orthodontics including diagnosis and treatment planning, bracket positioning, orthodontic procedures, facial landmark, removable appliance and cephalometric tracing. Most included articles demonstrated the development process without outcome evaluation. Six studies provided outcome evaluations at reaction or learning levels. None of them provide the evaluation at behaviour and results levels.

CONCLUSION

Insufficient evidence has been generated to demonstrate the effectiveness of technology-enhanced simulations in orthodontic education. However, high-fidelity computer-based simulations together with robust design research should be required to confirm educational impact in orthodontic education.

The use of blended learning in postgraduate education in orthodontics: student versus teacher perception

OBJECTIVE

To investigate the use of blended learning (BL) in Postgraduate Education in Orthodontics.

METHODS

A self-developed online questionnaire was sent to 244 teaching staff members of the European Orthodontic Departments. They were asked to answer it and share it with their postgraduate students. 18 questions for teaching staff and 27 for postgraduate students evaluated the use, perceptions, feedback options, learning outcomes, and teacher's role in BL. The answers of teaching staff and students were statistically compared by Fisher's Exact Test, Chi-Square Test, Unpaired t-test, and Mann-Whitney Test.

RESULTS

124 completed questionnaires were received, 44 from teaching staff and 80 from postgraduate students. Teaching staff is more acquainted with BL than students (P = 0.001). Both groups found BL courses a good alternative to traditional courses (P = 0.654). The use of interactive multimedia was more appreciated by students (P = 0.015). Both groups found students' results not to change with BL, but teaching staff had a more negative perception (P = 0.012). In general, teaching staff perceived feedback and interaction as less essential than postgraduates in BL. Teaching staff felt more like coaches when using BL, while postgraduates did not perceive any changes in teachers' roles (P = 0.006). Limitations: Due to the General Data Protection Regulation it was not possible to directly contact the postgraduate students in Postgraduate Orthodontic Programs throughout Europe. Therefore, this study completely relied on the goodwill of the teaching staff being contacted.

CONCLUSION

The main differences in perception between teaching staff and postgraduate students were student results, teachers' role, use, and importance of feedback and interactive multimedia. Although both groups found BL courses to stimulate students' learning and to be a relevant cost-effective addition to traditional courses, they were hesitant to fully replace them with BL.

Enhancement of Skill Competencies in Operative Dentistry Using Procedure-Specific Educational Videos (E-Learning Tools) Post-COVID-19 Era-A Randomized Controlled Trial

E-learning has completely transformed how people teach and learn, particularly in the last three pandemic years. This study evaluated the effectiveness of additional procedure-specific video demonstrations through E-learning in improving the knowledge and practical preclinical skills acquisition of undergraduate dental students in comparison with live demonstration only. A randomized controlled trial was conducted for the second-year dental students in the College of Dentistry, Jouf University, to evaluate the impact of E-learning-assisted videos on preclinical skill competency levels in operative dentistry. After a brief introduction to this study, the second-year male and female students voluntarily participated in the survey through an official college email. Fifty participants were enrolled in the study after obtaining informed consent. The participants were randomly divided into two groups, twenty-five each. The control group (Group A) was taught using traditional methods, and the intervention group (Group B) used E-learning-assisted educational videos and traditional techniques. An objective structured practical examination (OSPE) was used to assess both groups. The faculty members prepared a structured, standardized form to evaluate students. After OSPE, statistical analysis was done to compare the grades of OSPE between Group A and Group B. Logistic regression analysis was done to express the effect of components of the OSPE on gender, cumulative gross point average (CGPA), Group A and Group B. The results showed a significant difference in the experimental groups after the intervention (p < 0.000). The simulator position parameter demonstrated that the participants had a significant competence level after the intervention by procedure-specific videos (p < 0.000) and an exponential value of 6.494. The participants taught by E-learning-assisted procedure-specific videos and traditional teaching strategies demonstrated an enhanced learning and skill competency level than participants who used only traditional teaching strategies.

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.

Orthodontic Postgraduate Students’ Perception on Didactics and Clinical Training During the COVID-19 Crisis

Objective:

With the global crisis of the COVID-19 pandemic, orthodontic postgraduate students’ education and clinical training might be affected. The objective of this study was to explore their perception on didactics and clinical training.

Materials and Methods:

A pretested and validated 26-item online survey that addressed COVID-19’s impact on didactic components and clinical management was sent to postgraduate students in the Indian subcontinent. The survey was available for 3 days, and the responses were collected and analyzed.

Results:

Overall, 165 out of 244 (67.62%) orthodontic postgraduate students completed the survey. Of them, 88.48% noted that orthodontic education and patient management are at stake because of the ensuing crisis. The majority (66.28%) acknowledged that Internet-based education will become the significant part of postgraduate coursework. With regard to patient care, 80% felt that 2-way communication channels and a guarded approach with strict infection control protocols may be the way forward during the crisis. Many preferred attending patients with space closure stage at the follow-up (51.23%) and to postpone new case start-ups until normalcy returns. About 55% of the respondents felt that clear aligners could transform into a popular orthodontic practice regimen if the crisis continues.

Conclusions:

Orthodontic postgraduate students were concerned that the crisis would go on and affect their education. They perceived transition of face-to-face didactic learning and summative assessments to online settings as a viable approach during the COVID-19 crisis. They felt that orthodontic clinical training would benefit from teleorthodontic approaches and prioritization of care and its alignment with crowd control.

Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student's acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.

Audience and Presenter Comparison of Live Web-Based Lectures and Traditional Classroom Lectures During the COVID-19 Pandemic

PURPOSE

The purpose of the study was to assess participants' and presenters' perceptions of a live web-based lecture series in comparison to traditional in-person lectures.

MATERIALS AND METHODS

A virtual lecture series was organized by the---from March 25th until June 3rd of 2020. Twenty-five postgraduate prosthodontics programs and 81 presenters participated. Two surveys were developed and distributed to the audience (N = 330) and the presenters (N = 81). Follow-up emails were sent one week, three weeks, and four weeks after the initial email survey to encourage its completion. The data were analyzed descriptively. One-way ANOVA (p = 0.05), followed by a post hoc test, were used to compare the response percentages among the different generations of presenters and participants.

RESULTS

Fifty-two percent of participants, and 65% of presenters, completed the survey. More than 96% of participants and presenters were satisfied with the lecture series. Seventy-nine percent of audience members felt that the live web-based lectures were as effective as traditional classroom lectures, or more effective; 32% of presenters agreed. Millennial audience members had significantly (p = 0.0028) more negative responses than the other generations.

CONCLUSION

Participants have more positive perceptions of web-based lectures than presenters.

E-learning and Blended Learning in Orthodontic Education

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.