Kirkup Michele L, Adams Brooke N, Reifeis Paul E, Heselbarth Jeni L, Willis Lisa H
Michele L. Kirkup, DDS, is Clinical Assistant Professor, Department of Prosthodontics, Indiana University School of Dentistry; Brooke N. Adams, DDS, is Clinical Assistant Professor, Cariology, Operative Dentistry, and Public Health Department, Indiana University School of Dentistry; Paul E. Reifeis, DDS, JD, MSD, is Clinical Assistant Professor, Cariology, Operative Dentistry, and Public Health Department, Indiana University School of Dentistry; Jeni L. Heselbarth, DDS, was a dental student at Indiana University School of Dentistry at the time of this study; and Lisa H. Willis, DDS, MSD, is Clinical Assistant Professor, Cariology, Operative Dentistry, and Public Health Department, Indiana University School of Dentistry.
J Dent Educ. 2019 Apr;83(4):398-406. doi: 10.21815/JDE.019.049. Epub 2019 Feb 11.
Dental educators should consider alternative modalities of instruction when experiencing difficulties conveying feedback to students. The aim of this study was to determine if integrating iPad technology as a visual learning tool would enhance the exchange of assessment information and improve academic performance in Indiana University School of Dentistry's preclinical curriculum. In 2016, the first-year Tooth Morphology (TM) and second-year Fixed Prosthodontics (Fixed) courses implemented a project using iPad images that allowed instructors to annotate acceptable and deficient areas of students' tooth wax-ups and preparations. In the two courses, all students (TM n=106 and Fixed n=105) and instructors (TM n=21 and Fixed n=17) were given pre-intervention surveys to report their perceived effectiveness of verbal feedback and were given post-intervention surveys to rate their experiences with iPad image feedback. Response rates for students in the two courses on the pre surveys were TM 87.7% and Fixed 85.7% and on the post surveys were TM 26.4% and Fixed 76.2%. Response rates for instructors on the pre surveys were TM 52.4% and Fixed 82.4% and on the post surveys were TM 76.2% and Fixed 76.5%. The results showed that a majority of both groups preferred the combination of verbal and iPad image feedback: 53% of responding students in TM and 51% in Fixed, and 75% of instructors in TM and 77% in Fixed. In the TM course, responding instructors had a statistically significantly higher agreement than students that feedback with iPad images was superior to verbal feedback alone (p=0.008). Furthermore, a multi-year analysis of TM practical examination grades found statistically significant lower change scores for the first and second exams in 2014 and 2015 compared to the 2016 scores when the iPad intervention occurred. These results suggest that verbal feedback combined with iPad images resulted in an enhanced exchange of information and increased student grades, particularly in the first-year dental curriculum.
牙科教育工作者在向学生传达反馈意见遇到困难时，应考虑采用其他教学方式。本研究的目的是确定将iPad技术作为一种视觉学习工具进行整合，是否会增强印第安纳大学牙科学院临床前课程中评估信息的交流，并提高学业成绩。2016年，一年级的牙齿形态学（TM）课程和二年级的固定义齿修复学（Fixed）课程实施了一个使用iPad图像的项目，该项目允许教师对学生牙齿蜡型和预备体的合格与不足区域进行标注。在这两门课程中，所有学生（TM课程n = 106，Fixed课程n = 105）和教师（TM课程n = 21，Fixed课程n = 17）在干预前接受调查，以报告他们对口头反馈有效性的看法，并在干预后接受调查，以评价他们对iPad图像反馈的体验。两门课程学生在预调查中的回复率，TM课程为87.7%，Fixed课程为85.7%；在 post调查中的回复率，TM课程为26.4%，Fixed课程为76.2%。教师在预调查中的回复率，TM课程为52.4%，Fixed课程为82.4%；在post调查中的回复率，TM课程为76.2%，Fixed课程为76.5%。结果显示，两组中的大多数人都更喜欢口头反馈和iPad图像反馈相结合的方式：TM课程中53%的受访学生、Fixed课程中51%的受访学生，以及TM课程中75%的教师、Fixed课程中77%的教师。在TM课程中，受访教师比学生在反馈iPad图像优于单独口头反馈方面有统计学上显著更高的认同度（p = 0.008）。此外，对TM实践考试成绩的多年分析发现，与2016年iPad干预实施时的成绩相比，2014年和2015年第一次和第二次考试的变化分数在统计学上显著更低。这些结果表明，口头反馈与iPad图像相结合能增强信息交流并提高学生成绩，尤其是在一年级牙科课程中。
