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

Receptivity and Feedback to the Online Endodontics Congress Concept as a Learning Option - An International Survey

OBJECTIVE

The traditional face-to-face or on-site lecturing methods are still among the most common forms of delivering knowledge to students in dental education. However, other innovative learning methodologies have the potential to complement, or even improve, the effectiveness and quality of teaching. The aim of this online survey was to analyze the receptivity of endodontics practitioners to a specific online teaching format of a multi-day congress, mimicking an on-site conference, and perceive whether the participants regarded it as an effective way of acquiring knowledge with application in their clinical practice activity.

METHODS

An online questionnaire, composed of 17 items, was sent during the last day of a multi-day online congress. Four strands of information were taken into account: demographics; previous online formation experience; personal involvement in the underway online congress; and overview of the online congress concept. Participation was voluntary and anonymous. Total counts, frequencies and descriptive statistics were generated by using SurveyMonkey software.

RESULTS

A total of 1.827 answers were delivered, which represented a return rate of 15.8%. The results indicated that most of the participants agree that online learning could be a good alternative to the traditional on-site learning methodology in improving their practical abilities. In addition, the present survey found that the majority of the attendees support the use of computers as an assisting tool and only 18.0% reported difficulties when using technologies. A high number of practitioners recognized a favourable cost-benefit ratio of using online lessons and stated they would recommend others to participate in online meetings as well.

CONCLUSION

Overall, the present results suggest that online learning may be used successfully to improve student's knowledge and enhance their abilities to apply acquired content in clinical situations. Moreover, the participants felt online learning to be effective, engaging and with a favourable cost-benefit ratio.

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform

OBJECTIVE

Transitioning to interactive e-textbooks has been considered revolutionary for enhancing student learning. However, adopting this technology has been met with hesitation. This study investigates student and faculty attitudes and utilization of mandatory e-textbooks in a dental hygiene program.

METHODS

In 2017, an online questionnaire was distributed to students and a focus group was conducted with faculty to examine their perspectives about using VitalSource™. Using a 5-point Likert scale with five indicating strongly agree, the questionnaire examined convenience; compatibility with learning style; perceived enjoyment; and usefulness. Open-ended questions captured benefits and challenges. The focus group gathered faculty perspectives. Questionnaire data were analysed using descriptive statistics. Data from the open-ended questionnaire questions and focus group transcript followed a narrative analysis process.

RESULTS

Survey response was 48% (n = 105). Students scored all factors below neutral. Results from four categories showed convenience (M = 2.75, SD = 0.92); compatibility (M = 1.93, SD = 0.83); perceived effectiveness (M = 2.15, SD = 0.90); and perceived usefulness (M = 2.36, SD = 1.04). A high correlation between all factors suggests they were uniformly rated by students. Majority of students (71%) did not use a textbook greater than once a month. Narrative analysis revealed few benefits; challenges included technical glitches, eyestrain, cost and inability to choose books as desired. Faculty's perspectives aligned with the students, but they appreciated portability of texts and quality of clinical images.

CONCLUSIONS

Students strongly disliked the platform and the online medium and do not frequently access e-textbooks but rely on PowerPoint handouts for studying. Faculty felt e-textbooks do not align with positive learning experiences.