Arponen Heidi, Rice David P, Juuri Emma
Department of Oral and Maxillofacial Diseases, University of Helsinki, Helsinki, Finland.
Department of Oral and Maxillofacial Diseases, Helsinki University Hospital Head and Neck Center, Helsinki, Finland.
J Med Educ Curric Dev. 2024 Nov 3;11:23821205241293488. doi: 10.1177/23821205241293488. eCollection 2024 Jan-Dec.
Remote teaching strategies have been widely adapted in recent years but their impact on dental students' learning outcomes is less well understood. The aim of this mixed-method pilot study was to examine the impact of remote teaching on undergraduate dental student's learning outcome as assessed by examination performance and student feedback in an orthodontics course.
Out of the lectures (19 in total), 10 were delivered remotely (live online lecture or video recording) and 9 as traditional classroom teaching in 2023. The course examination, completed by 47 of the 48 course participants, consisted of 38 single best answer multiple choice questions with 2 questions dedicated to each lecture topic.
The average lecture attendance was 83% of the students enrolled in the course. Statistical analysis revealed no significant association between examination scores and the mode of teaching or the mandatory nature of the lecture ( = -0.022, = .897 and = -0.048, = .773, respectively). However, individual students' examination scores correlated positively with the frequency of lecture attendance ( = 0.416, = .004). Students' preferences were in favor of blended learning approach, although notable individual differences in opinions were observed in the feedback received.
The findings of this study support the hypothesis that remote teaching generates an equally good learning outcome in orthodontics as classroom lectures, as reflected by examination performance.
远程教学策略近年来已被广泛采用，但其对牙科学生学习成果的影响尚鲜为人知。这项混合方法的试点研究旨在通过正畸课程中的考试成绩和学生反馈来检验远程教学对本科牙科学生学习成果的影响。
在总共19次讲座中，2023年有10次通过远程方式授课（在线直播讲座或视频录制），9次为传统课堂教学。48名课程参与者中有47人完成了课程考试，考试由38道单项最佳答案选择题组成，每个讲座主题有2道题。
课程的平均讲座出勤率为注册学生的83%。统计分析显示，考试成绩与教学模式或讲座的强制性之间无显著关联（分别为 = -0.022， = .897和 = -0.048， = .773）。然而，个别学生的考试成绩与讲座出勤率呈正相关（ = 0.416， = .004）。学生们倾向于混合学习方式，不过在收到的反馈中观察到了明显的个体意见差异。
本研究结果支持以下假设：正如考试成绩所反映的那样，远程教学在正畸学中产生的学习成果与课堂讲座同样良好。
