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The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic.

ABSTRACT: The COVID-19 pandemic has undoubtedly affected education at all levels, including medical and dental education. Our study aimed to assess the effectiveness of the blended learning in conservative dentistry with endodontics. The students had theoretical classes in a remote form (using the e-learning portal and Teams communicator) and practical classes with the participation of patients in the appropriate sanitary regime. The author's survey was conducted among fourth-year dental students. The online questionnaire consisted of 5 parts: self-evaluation, evaluation of theoretical e-learning classes, evaluation of practical clinical classes, evaluation of safety, and evaluation of performed blended learning. The majority of respondents declared that their learning effectiveness increased during the pandemic. Most surveyed students preferred remote learning in asynchronous form (e-learning portals) to synchronous form (virtual meetings in real-time). All respondents described the provided personal protective equipment as sufficient or even as excessive. Our students were very satisfied with the proposed blended-learning model and would like to continue it even after the pandemic has ended. Among the advantages, they particularly mentioned the increase in efficiency and the individualised pace of learning, while the disadvantage was the limitation of social contacts. The appropriate use of modern technology can effectively revolutionise dental education.

SUBMITTER: Nijakowski K

PROVIDER: S-EPMC8123304 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundMost medical students lack confidence and are unable to accurately interpret ECGs. Thus, better methods of ECG instruction are being sought. Current literature indicates that the use of e-learning for ECG analysis and interpretation skills (ECG competence) is not superior to lecture-based teaching. We aimed to assess whether blended learning (lectures supplemented with the use of a web application) resulted in better acquisition and retention of ECG competence in medical students, compared to conventional teaching (lectures alone).MethodsTwo cohorts of fourth-year medical students were studied prospectively. The conventional teaching cohort (n = 67) attended 4 hours of interactive lectures, covering the basic principles of Electrocardiography, waveform abnormalities and arrhythmias. In addition to attending the same lectures, the blended learning cohort (n = 64) used a web application that facilitated deliberate practice of systematic ECG analysis and interpretation, with immediate feedback. All participants completed three tests: pre-intervention (assessing baseline ECG competence at start of clinical clerkship), immediate post-intervention (assessing acquisition of ECG competence at end of six-week clinical clerkship) and delayed post-intervention (assessing retention of ECG competence 6 months after clinical clerkship, without any further ECG training). Diagnostic accuracy and uncertainty were assessed in each test.ResultsThe pre-intervention test scores were similar for blended learning and conventional teaching cohorts (mean 31.02 ± 13.19% versus 31.23 ± 11.52% respectively, p = 0.917). While all students demonstrated meaningful improvement in ECG competence after teaching, blended learning was associated with significantly better scores, compared to conventional teaching, in immediate (75.27 ± 16.22% vs 50.27 ± 17.10%, p < 0.001; Cohen's d = 1.58), and delayed post-intervention tests (57.70 ± 18.54% vs 37.63 ± 16.35%, p < 0.001; Cohen's d = 1.25). Although diagnostic uncertainty decreased after ECG training in both cohorts, blended learning was associated with better confidence in ECG analysis and interpretation.ConclusionBlended learning achieved significantly better levels of ECG competence and confidence amongst medical students than conventional ECG teaching did. Although medical students underwent significant attrition of ECG competence without ongoing training, blended learning also resulted in better retention of ECG competence than conventional teaching. Web applications encouraging a stepwise approach to ECG analysis and enabling deliberate practice with feedback may, therefore, be a useful adjunct to lectures for teaching Electrocardiography.

Project description:Background: The recent pandemic outbreak has created a huge impact on dentistry. Dental students and dental professionals are at a higher risk because dental practice comprises close communication and widespread exposure to blood, saliva, and other body fluids. It is imperative to evaluate the knowledge and perceptions regarding Coronavirus (COVID-19) among budding dentists. Aim: To assess the knowledge, attitude, and practices of dental students regarding dental practices during COVID-19. Materials and methods: A cross-sectional questionnaire-based study was conducted among undergraduate students in Riyadh, Saudi Arabia. An online questionnaire consisting of demographic, knowledge, and attitude-based questions were circulated among the study population, and the responses for the knowledge and attitude were scored. Their mean scores were then calculated. Chi-square test and nonparametric tests were computed using SPSS version 21 software, and p-values < 0.05 were considered statistically significant. Results: 388 undergraduate dental students have participated in the study from Saudi Arabia. 68% of the respondents believed that they had sufficient knowledge regarding COVID-19. The mean score for knowledge was 5.84 out of 7. Females (6.24) scored statistically significantly higher than males (5.55, p < = 0.001). The mean attitude score was 6.34 out of 9. 93% were using PPE models, while 95% maintained social distancing. Out of all the participating dental students, only 16% were willing to treat patients during the pandemic, and 28% did not want to treat patients, 28% preferred teledentistry. The majority (44%) of dental undergraduates were willing to handle only emergency cases. Conclusion: Accurate knowledge and attitude regarding COVID-19 and diversified opinion on preventive practices during the pandemic period among budding dental professionals evident from Saudi Arabia. Mixed opinions were witnessed among them in seeking help from professional societies. The majority of dental undergraduates were willing to handle only emergency cases.

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The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic.

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