Menon Rohit Kunnath, Seow Liang Lin
Restorative Dentistry, School of Dentistry, International Medical University, Kuala Lumpur 57000, Malaysia.
Division Clinical Dentistry, School of Dentistry, International Medical University, Kuala Lumpur 57000, Malaysia.
Healthcare (Basel). 2021 Oct 22;9(11):1420. doi: 10.3390/healthcare9111420.
This article describes the development and testing of an online asynchronous clinical learning resource named "Ask the Expert" to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A-"Ask the Expert" and L-"lecturer-led"). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes' duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes' duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A-5.61 ± 1.34, Group L-5.22 ± 1.57) and immediate post-test scores (Group A-7.42 ± 1.34, Group L-8.04 ± 1.22; paired -test, < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A-5.36 ± 1.29, Group L-5.33 ± 1.39 (independent sample -test, > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.
本文介绍了一种名为“向专家提问”的在线异步临床学习资源的开发与测试，以加强牙科临床学习。在资源开发完成后，将三年级和四年级的牙科学生随机分为两组（A组——“向专家提问”组和L组——“讲师主导”组）。所有学生都参加了一项与前牙美学区牙齿替换相关的预测试。A组（33名学生）在没有主持人的情况下进行了为期60分钟的在线案例学习课程，而L组（27名学生）同时在一名讲师主持下进行了为期60分钟的案例学习课程。随后进行了即时后测，一周后进行了留存测试。收集了学生的反馈。比较预测试成绩（A组——5.61±1.34，L组——5.22±1.57）和即时后测成绩时（A组——7.42±1.34，L组——8.04±1.22；配对t检验，P<0.001），两组的测试成绩均有显著提高。然而，在即时后测和留存测试中，比较A组和L组的测试成绩时未观察到显著差异（A组——5.36±1.29，L组——5.33±1.39（独立样本t检验，P>0.05）。总之，在本科牙科课程中，结构合理的在线异步学习资源在有效性方面与在线同步学习相当。
