Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
Br Dent J. 2020 Mar;228(5):371-375. doi: 10.1038/s41415-020-1332-1.
Aims To describe the use of blended learning as a method of undergraduate orthodontic teaching delivery and to assess its effectiveness in terms of knowledge gain.Design Randomised controlled trial.Setting Queen Mary University of London.Materials and methods Seventy dental undergraduate students in their fifth year were randomly allocated to receive orthodontic seminar-based teaching either using a blended approach based on an e-learning resource or with no prior teaching. All students were asked to complete tests both before (T0) and after (T1) the study period.Results The mean post-test score in the intervention group was 98.3% (a 19% improvement on baseline), while the mean score in the control group was 97.2% with intra-group improvements being statistically significant in both groups (P <0.001). However, no significant difference in terms of improvement in knowledge was found between the two groups (P = 0.36). In terms of satisfaction, 82% of the blended group and 74% in the control group rated the teaching as 'very good'.Conclusions An undergraduate orthodontic-oral surgery e-learning adjunct to traditional teaching was successfully developed. Blending and traditional seminar teaching appear to be equally effective in terms of short-term knowledge gain, with high levels of learner satisfaction common to both approaches.
描述混合学习作为本科正畸教学方法的应用，并评估其在知识获取方面的效果。
随机对照试验。
伦敦玛丽女王大学。
将 70 名五年级的牙科本科生随机分配接受基于正畸研讨会的教学，其中一种方法是基于电子学习资源的混合方法，另一种方法是没有预先教学。所有学生都被要求在研究期间前后（T0 和 T1）完成测试。
干预组的平均期末测试成绩为 98.3%（比基线提高了 19%），而对照组的平均成绩为 97.2%，两组的组内改善均具有统计学意义（P <0.001）。然而，两组之间的知识改进方面没有发现显著差异（P = 0.36）。在满意度方面，混合组中有 82%的学生和对照组中有 74%的学生认为教学“非常好”。
成功开发了一种本科正畸-口腔外科电子学习辅助传统教学的方法。混合和传统研讨会教学在短期知识获取方面似乎同样有效，两种方法都具有很高的学习者满意度。
