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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