Effectiveness of E-Learning in Teaching Evidence-Based Dentistry

Jaana T. Gold DDS, PhD, MPH, CPH,

Department of Community Dentistry and Behavioral Science, University of Florida College of Dentistry, Gainesville FL

Department of Public Health, A. T. Still University, School of Health Management, Kirksville MI / Mesa, AZ

RESULTS

CONCLUSIONS

INTRODUCTION

METHODSTraditional classroom cohort of year 2014 and flipped classroom

cohorts of 2015 and 2016 were compared. Class of 2014 experienced

traditional classroom methods, such as lectures in the classroom and

recorded videos to be viewed afterwards, while flipped classes of

2015 and 2016 had fewer classroom classes, more self-directed

learning materials, prerecorded videos, quizzes and other online

learning activities and resources.

Mediasite (Sonicfoundry, WI, USA) video platform was used to

house lecture videos. CANVAS (UT, USA) E-learning platform was

used to house the online videos, quizzes and course material.

CANVAS contained 14 modules with individual prerecorded lectures

for students to view. Mediasite analytics were used for video statistics

and CANVAS analytics were used for overall course utilization.

Final exams scores for the course were used to compare the differences

in effectiveness of e-learning between these classes. Students’

satisfaction with the teaching format was evaluated using course

evaluations.

An electronic survey to assess students’ attitudes and satisfaction on e-

learning course was conducted by administering an anonymous,

Qualtrics survey to all UFCD dental students. Response rate was 28%

for class 2014, 28% for class 2015 and 44% for class of 2016.

SAS statistical analysis were performed to assess the differences

between grade distribution. Spearman correlations were conducted to

assess the correlations between students’ page views and exam points.

Survey data was analyzed by using descriptive statistics such as

means, standard deviations, frequencies, and percentages.

AIM

Evidence-Based Dentistry (EBD) is an integral part of academic

curriculum in the US dental schools. Teaching evidence-based dentistry

to dental students to promote independent evidence search and critical

appraisal is the key to increase the adaptation of evidence-based practice

in their future practice. At the same time, schools need to adapt their

teaching methods to new technological standards, and move away from

classroom to more flexible online environment. Although there have

been recent advances in online education, the academic effectiveness of

using e-learning tools in required dental courses is unclear.

The aim of this study was to determine if blended learning

combining e-learning with traditional learning methods of lectures and

videos would increase students’ participation, improve students’ final

scores and satisfaction.

Chart 2. Class 2015 Activity in

CANVAS E-Learning Platform by

Date .

1st week: 124 participations and 3,650 page

views

2nd week: 119 participations and 2,808 page

views

3rd week: 11 participations and 688 page

views

1st week: 81 participations and 3,088 page

views

2nd week: 102 participations and 2,877 page

views

3rd week: 59 participations and 1,342 page

views

Chart 1. Class 2015 Activity in

CANVAS E-Learning Platform by

Date.

0

10

20

30

40

50

60

70

80

PICO Observ Studies Bias/Confounding Critical Appr

2014 views

2015 views

2016 views

Chart 3. Mediasite Video Use in Classes 2014, 2015 and 2016 in Modules:

PICO, Observational Studies, Bias/Confounding, and Critical appraisal.

0

10

20

30

40

50

60

70

80

90

A A- B B+

2014

2015

2016

Chart 5. Letter grade distribution in classes 2014, 2015 and 2016.

Letter grade distribution shows the highest grades in 2015 (91% received an A)

and lowest in 2014 (41% received an A). In Class 2016, 81% receiving an

A. Grade distribution is dependent on the year (Chi-square test of independence;

p<.0001).

Final exam points had the highest percentages for class 2016 at 92%, 2015 at

91% and 2014 at 87%. No significant difference between 2015 and 2016, but

these two years were greater than 2014 (general linear model with Tukey

adjustment for multiple comparison, p <.0003).

0

10

20

30

40

50

60

PICO Observ studies Bias/Confounding Critical apprsaisal

Total video time

Average time watched

Chart 4. Total Video Time Compared to Average Time Watched.

Number of Students viewing the videos was greater in class 2014. In class of 2016,

viewing times were gradually reduced.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

1. The course met the stated

goals and objectives listed in

the syllabus.

2. The course syllabus was

complete, clear, and helpful

in my understanding of the

course

3. The course was well

organized and integrated into

the overall curriculum.

4. The teaching methods

supported active learning,

evidence-based practice, and

the development of critical

thinking skills.

5. My knowledge and

abilities were fairly

evaluated by the course

faculty through written and

practical examinations.

6. Lectures were helpful in

understanding the material.

7. Laboratory sessions were

helpful in understanding the

material.

8. How would you rate the

required course texts?

9. The course director

effectively facilitated the

course presentations and was

attentive to student concerns.

10. Overall, I would rate this

couse as

mean 2014

mean 2015

mean 2016

Chart 6. Mean Course Evaluations for EBD courses for Class 2014, 2015 and 2016.

Traditional classroom course (2014 class) received the lowest course evaluations by students. Both E-learning courses

were evaluated better by students, however, the 2016 course was evaluated lower than 2015.

Screenshot of the CANVAS E-Learning

Platform used for EBD Course in 2015

and 2016

Average time of students watching the recorded videos was lower in each

modules.

• Students in traditional classroom viewed recorded lectures more than in the flipped online classroom.

• Many student report using “fast forwarding” mechanism when reviewing online material

• Students in online classes received better grades, regardless of less video viewing times

• E-learning requires self-discipline and good time management skills

• E-learning is not for each student

• Online course needs to be designed well to motivate students to participate and to become an interactive

experience and to provide needed flexibility to students and dental schools

Survey Results (n=34)

• 72% of respondents felt prerecorded online videos were helpful

• 15% did not view the videos

• 81% felt other online material (links, tutorials etc) were helpful

• 6% did not use other online material

• 50% of respondents felt the online course material would be best suited in place of some traditional lectures

• 39% of respondents felt the online course material would be best suited as an optional supplement to traditional lectures

• 64% of respondents felt viewing online material at their own pace as very beneficial, and 36% felt somewhat beneficial

• 70% of respondents would like to see more online courses in dental curriculum, 30% not

• 94% agreed that e-learning provides more flexible learning experience

• 85% felt that time management is an important advantage of e-learning course compared to face-to-face classroom

• 82% felt their learning success was high in the online course

• 80% were satisfied with the flipped EBD online course

• 88% appreciated the combination of face-to-face teaching and online learning

• 80% felt that EBD should continue to be taught in the flipped classroom format

• 100% felt CANVAS environment worked well and is easy to use

• 36% prefers traditional ways of classroom learning instead of e-learning

• 39% have difficulties managing their time in the dental school