Tripathi Shuchi, Dixit R K, Sindhu Suyog, Singh R D, Singhal Rameshwari, Khanna Richa
Department of Prosthodontics, King George's Medical University, UP, Lucknow, India.
Department of Pharmacology, King George's Medical University, UP, Lucknow, India.
J Oral Biol Craniofac Res. 2025 Sep-Oct;15(5):925-931. doi: 10.1016/j.jobcr.2025.06.010. Epub 2025 Jun 22.
Innovative approaches to curriculum design and implementation are critical in meeting the needs of today's students. The present study was undertaken to determine the perspective of students on the introduced module of 'Digital Dentistry' along with knowing their self -directed learning abilities.
The present study was conducted in the Medical University after ethical approval was obtained. Forty volunteers from 3rd and 4th year undergraduates of "Bachelor of Dental Surgery" course were selected and consent form was obtained. A pre-validated questionnaire on self-directed learning (SDLI) was administered to the volunteers to know their SDL abilities. A pre-post-session questionnaire containing feedback questionnaires was prepared, validated and administered before the session. A pre designed module was applied on the volunteers by using SDL session. 2 h duration of First contact session followed by 2 weeks of intersession period, where student went through the shared online/offline study material and visit to the lab under faculty supervision. Outcome assessment was done with 30 MCQ based on the 3 chapters taught in the session. In Second contact session, debriefing by faculty was done and post-module questionnaire was administered. The responses obtained from SDLI, assessment questionnaires and pre-post-module questionnaires were further analyzed statistically.
Student's SDLI score with median value of 77.325 represented a good score, with learning motivation scored highest in SDLI. The total score significantly improved post-intervention, with the mean score increasing from 28.83 (5.43) pre-intervention to 35.35 (4.36) post-intervention.
Significant improvement in knowledge, awareness and perceptions of digital dentistry was seen after the conduct of the session.
创新的课程设计与实施方法对于满足当今学生的需求至关重要。本研究旨在确定学生对引入的“数字牙科”模块的看法，并了解他们的自主学习能力。
本研究在获得伦理批准后于医科大学开展。从“口腔外科学士”课程的三年级和四年级本科生中挑选了40名志愿者，并获得了他们的同意书。向志愿者发放了一份预先验证的关于自主学习（SDLI）的问卷，以了解他们的自主学习能力。编制了一份包含反馈问卷的课前课后问卷，进行了验证并在课程开始前发放。通过自主学习课程向志愿者应用了一个预先设计的模块。首次接触课程为期2小时，随后是2周的课间休息期，在此期间学生浏览共享的在线/离线学习材料，并在教师监督下参观实验室。基于课程中讲授的3个章节，通过30道多项选择题进行结果评估。在第二次接触课程中，教师进行了汇报，并发放了模块后问卷。从SDLI、评估问卷和模块前后问卷中获得的回答进一步进行了统计分析。
学生的SDLI分数中位数为77.325，代表了一个不错的分数，其中学习动机在SDLI中得分最高。干预后总分显著提高，平均分从干预前的28.83（5.43）提高到干预后的35.35（4.36）。
课程开展后，学生在数字牙科的知识、意识和认知方面有了显著提高。
