Charité University Medicine of Berlin, Germany.
Med Teach. 2009 Jun;31(6):508-12. doi: 10.1080/01421590802203504.
Since 2001, an e-learning tool has been developed for dentistry. To compare online self study with traditional lectures, a module about instrumental occlusal analysis was offered by oral lecture and by a unit in the virtual library of the e-learning tool.
85 pre-clinical dental students were randomly divided into two groups: the computer assisted learning (CAL) group (n = 48) and the lecture group (n = 37). A pre-test was made to assess the students' basic knowledge. The first post-test and the scoring of the teaching methods were performed immediately after the lecture or the self studying by the online tool and a second post-test six weeks later.
The oral lecture got better educational and enjoyment values. The students prefer CAL in addition to traditional lectures. The results of the pre-tests were not different between the two groups (p = 0.706). The lecture group significantly improved their scores in the first post-test (p = 0.011), but the scores of the second post-test did not differ significantly (p = 0.157).
In the short term, knowledge acquisition seems to be better in oral lectures but in the long term there is no difference in knowledge retention between the two learning scenarios.
自 2001 年以来，一直为牙科开发一种电子学习工具。为了比较在线自学与传统讲座，通过口腔讲座和电子学习工具的虚拟图书馆单元提供了关于仪器咬合分析的模块。
85 名临床前牙科学生被随机分为两组：计算机辅助学习（CAL）组（n = 48）和讲座组（n = 37）。进行了一项前测以评估学生的基础知识。第一和第二次后测均在讲座或在线工具自学后立即进行，第二次后测在六周后进行。
口腔讲座的教育和趣味性价值更高。学生喜欢除了传统讲座之外的 CAL。两个组的前测结果没有差异（p = 0.706）。讲座组在第一次后测中得分显著提高（p = 0.011），但第二次后测的分数没有显著差异（p = 0.157）。
短期内，口腔讲座似乎更有利于知识获取，但在长期来看，两种学习场景之间的知识保留没有差异。
