Department of Prosthodontics, Faculty of Dentistry, Near East University, Nicosia, Mersin10, Turkey.
Anat Sci Educ. 2022 Jan;15(1):57-66. doi: 10.1002/ase.2150. Epub 2022 Jan 13.
The Covid-19 pandemic has forced all dentistry faculties to quickly shift to the online supplementation or replacement of traditional modules to pursue education. However, there is limited research evaluating the effectiveness of this education modality on student performance in dental anatomy and manipulation module. Accordingly, it was aimed to compare the influence of different education modalities on the performances of the students enrolled in this module. The students were requested to perform 11 practical assignments throughout the fall term. A total of 220 face-to-face-educated (F2F) and 138 screen-to-screen-educated (S2S) students were included. To evaluate the influence of education modality on the performances of the students, cumulative success scores were calculated and compared using an independent t-test. The grades of the first (maxillary central), sixth (maxillary premolar), and eleventh assignments (mandibular first molar) were also analyzed to understand the manipulation-skill progress of each student within the same year. The grades of above-mentioned three assignments were converted into nominal data (excellent, very good, good, acceptable, and fail) based on certain thresholds, and a chi-square test was conducted. The cumulative success scores in F2F group were significantly lower than those in S2S group (P = 0.02). Differences between the first and eleventh tasks in both education modalities were significant (P < 0.05). The S2S-educated students achieved significantly higher achievement points in the sixth and eleventh assignments (P < 0.001). The S2S education can be suggested as an applicable modality for teaching dental anatomy and manipulation module. However, further work is needed to ascertain whether this result is replicable throughout dental anatomy education.
Covid-19 大流行迫使所有牙科系迅速转向在线补充或替代传统模块以开展教育。然而，关于这种教育模式对牙科解剖学和操作模块学生成绩的影响的研究有限。因此，本研究旨在比较不同教育模式对该模块学生表现的影响。要求学生在整个秋季学期完成 11 项实践作业。共有 220 名面授教育（F2F）和 138 名屏幕教育（S2S）学生被纳入研究。为了评估教育模式对学生表现的影响，使用独立 t 检验计算并比较了累积成功分数。还分析了第一（上颌中央）、第六（上颌前磨牙）和第十一（下颌第一磨牙）次作业的成绩，以了解同一学年每个学生的操作技能进展。根据一定的阈值，将上述三个作业的成绩转换为名义数据（优秀、很好、好、可接受和失败），并进行卡方检验。F2F 组的累积成功分数明显低于 S2S 组（P=0.02）。两种教育模式下的第一和第十一任务之间的差异均具有统计学意义（P<0.05）。S2S 教育组的第六和第十一作业的成绩明显更高（P<0.001）。S2S 教育可以作为教授牙科解剖学和操作模块的适用模式。然而，需要进一步的工作来确定这一结果是否在整个牙科解剖学教育中具有可复制性。
