Turkyilmaz Ilser, Hariri Niki H, Jahangiri Leila
Department of Prosthodontics, NYU College of Dentistry, New York, NY, USA, Phone: +1-212-992-7181, e-mail:
NYU College of Dentistry, New York, NY, USA.
J Contemp Dent Pract. 2019 May 1;20(5):616-621.
The aim of this study is to assess the influence of e-learning on dental education as perceived by predoctoral dental students.
In an institutional review board (IRB) approved protocol, a 14-question survey was created and electronically distributed to second-, third-, and fourth-year dental students. The participation was considered voluntary and all responses were anonymous.
The survey targeted 1,130 predoctoral students, of which 255 (22.6%) responded. Of the respondents, 124 students (48.6%) preferred traditional lecture mixed with online learning, while 46 students (18%) preferred only the traditional lecture style. The top three electronic resources/applications, which students perceived as having the greatest impact on their learning, were: YouTube, Bone Box, and Google. The responses also indicated that 76.5% of the students gave high credibility (scores of 4 and 5) to electronic resources recommended by faculties. Sixty percent of students spent 1 to more than 4 hours per day on electronic resources for academic performance. The most important factor for online applications influencing academic performance was "organization and logic of content" (54%). E-learning had a significant perceived effect (scores of 4/5) on didactic understanding (65.1%) and on clinical understanding (71.4%). Students observed that faculties estimated to be under 50 years of age were more likely to incorporate e-learning into courses (52.6%) and more likely to use social media for communication (41.6%).
The results indicate that e-learning may successfully be used in a dental school's curriculum to enhance students' perceptions of fundamental concepts and to enable students to apply this knowledge to clinical cases.
E-learning has recently been proposed as a basic supplementary tool to enhance medical and dental education. It is crucial to determine dental students' preferences regarding social media, online applications, and databases in order to incorporate e-learning into dental school courses.
本研究旨在评估牙科预科学生所认为的电子学习对牙科教育的影响。
在一项经机构审查委员会（IRB）批准的方案中，设计了一份包含14个问题的调查问卷，并以电子方式分发给二年级、三年级和四年级的牙科学生。参与被视为自愿，所有回复均为匿名。
该调查针对1130名牙科预科学生，其中255名（22.6%）做出了回应。在受访者中，124名学生（48.6%）更喜欢传统讲座与在线学习相结合的方式，而46名学生（18%）仅喜欢传统讲座形式。学生认为对其学习影响最大的前三种电子资源/应用程序是：YouTube、Bone Box和谷歌。回复还表明，76.5%的学生对教师推荐的电子资源给予了高度信任（得分4分和5分）。60%的学生每天花1至4个多小时在电子资源上以提高学业成绩。影响学业成绩的在线应用程序的最重要因素是“内容的组织和逻辑性”（54%）。电子学习对理论理解（65.1%）和临床理解（71.4%）有显著的感知效果（得分4/5）。学生观察到，估计年龄在50岁以下的教师更有可能将电子学习纳入课程（52.6%），并且更有可能使用社交媒体进行交流（41.6%）。
结果表明，电子学习可成功用于牙科学校的课程中，以增强学生对基本概念的理解，并使学生能够将这些知识应用于临床病例。
最近有人提议将电子学习作为加强医学和牙科教育的一种基本辅助工具。确定牙科学生对社交媒体、在线应用程序和数据库的偏好，以便将电子学习纳入牙科学校课程至关重要。
