Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
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”...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-10-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/9/11/1420 |
| _version_ | 1797510148771545088 |
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| author | Rohit Kunnath Menon Liang Lin Seow |
| author_facet | Rohit Kunnath Menon Liang Lin Seow |
| author_sort | Rohit Kunnath Menon |
| collection | DOAJ |
| description | 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 <i>t</i>-test, <i>p</i> < 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 <i>t</i>-test, <i>p</i> > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum. |
| first_indexed | 2024-03-10T05:27:30Z |
| format | Article |
| id | doaj.art-5bfbc6e64b6e482daae10988f3504eed |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-10T05:27:30Z |
| publishDate | 2021-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-5bfbc6e64b6e482daae10988f3504eed2023-11-22T23:30:37ZengMDPI AGHealthcare2227-90322021-10-01911142010.3390/healthcare9111420Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized LearningRohit Kunnath Menon0Liang Lin Seow1Restorative Dentistry, School of Dentistry, International Medical University, Kuala Lumpur 57000, MalaysiaDivision Clinical Dentistry, School of Dentistry, International Medical University, Kuala Lumpur 57000, MalaysiaThis 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 <i>t</i>-test, <i>p</i> < 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 <i>t</i>-test, <i>p</i> > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.https://www.mdpi.com/2227-9032/9/11/1420e-learningonline learningdentistrydental education |
| spellingShingle | Rohit Kunnath Menon Liang Lin Seow Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning Healthcare e-learning online learning dentistry dental education |
| title | Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning |
| title_full | Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning |
| title_fullStr | Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning |
| title_full_unstemmed | Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning |
| title_short | Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning |
| title_sort | development of an online asynchronous clinical learning resource ask the expert in dental education to promote personalized learning |
| topic | e-learning online learning dentistry dental education |
| url | https://www.mdpi.com/2227-9032/9/11/1420 |
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