Oh Se-Lim, Swiec Gary, Jones Deborah, Chung Thomas
Clinical Associate Professor, Department of Advanced Oral Sciences and Therapeutics, University of Maryland, School of Dentistry, Baltimore, Maryland, USA.
Clinical Instructor, Department of Advanced Oral Sciences and Therapeutics, University of Maryland, School of Dentistry, Baltimore, Maryland, USA.
Eur J Dent Educ. 2023 Nov;27(4):1060-1066. doi: 10.1111/eje.12899. Epub 2023 Mar 9.
This study aimed to investigate the effectiveness of distance learning (DL) for the second-year periodontics course compared to classroom learning (CL). MATERIALS AND METHODS: DL for Class A (n1 = 126) and CL for Class B (n2 = 133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second-year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first-year final % scores as a covariate to test if the second-year final % scores and the distributions of letter grades were significantly different between Class A and B.
The mean second-year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t-test, p = .019). However, in GLM, the first-year final % scores significantly affected the second-year scores (p = .016); the second-year final % scores between the two groups were not significantly different (p = .268) after considering the individual first-year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second-year course between the two groups (odds ratio = 1.6; 95% confidence interval = [0.95, 2.72], p = .078) after considering the first-year final % scores.
Within the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.
本研究旨在调查与课堂学习（CL）相比，远程学习（DL）在牙周病学二年级课程中的有效性。
对A班（n1 = 126）实施远程学习，对B班（n2 = 133）实施课堂学习。在牙周病学二年级课程的两个学习模块中，由相同的教师录制或讲授相同的课程内容。A班和B班参加相同的期末考试（总分200分）。在将一年级期末成绩百分比作为协变量进行考虑后，进行一般线性模型（GLM）和有序逻辑回归（OLR）分析，以检验A班和B班在二年级期末成绩百分比及字母等级分布上是否存在显著差异。
远程学习组的二年级期末平均成绩百分比（166.4）显著高于课堂学习组（160.8）（独立t检验，p = 0.019）。然而，在一般线性模型中，一年级期末成绩百分比对二年级成绩有显著影响（p = 0.016）；在考虑个人一年级成绩后，两组二年级期末成绩百分比无显著差异（p = 0.268）。在有序逻辑回归分析中，考虑一年级期末成绩百分比后，两组在二年级课程中获得较低成绩的可能性没有差异（优势比 = 1.6；95%置信区间 = [0.95, 2.72]，p = 0.078）。
在本研究的局限性范围内，与传统的课堂学习相比，临床前期牙周病学的远程学习产生了相当的学生学习成果。
