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Background:  Case-based learning (CBL) has been widely accepted as an integral part of active learning in dental curriculums. An all asynchronous didactic and CBL model for orthodontic education was developed out of necessity during the COVID-19 pandemic. The purpose of this research is to evaluate the efficacy of virtual didactic delivery and CBL discussions for a predoctoral orthodontics course using a pilot study of “coded discussions” and contrasting student course evaluations with a previous traditional in-person lecture iteration of the same course. Materials and methods:  Using the concept of “discussion coding,” a numerical rubric can be used to individually evaluate a student’s experience in a virtual forum. The data gathered include the quantity and timing of student posts as well as metrics evaluating student engagement via post quality, post type and discussion-generating characteristics of posts based on topics across each of the four themed module discussions. Student course evaluations from 2018 were then contrasted to the evaluations from 2020 with the virtual format. Results:  The discussion data showed high levels of student engagement in clinically relevant topics with quantity and timeliness of posts exceeding the course minimum requirements. When compared to previous course evaluations with solely passive learning, the educational outcomes and student satisfaction of virtual courses appear to be similar in nature. Conclusion:  Pairing short asynchronous passive learning lectures and in-depth active learning online case discussions, based on student feedback, offers a method to create immersive learning experiences that are not just a product of modern necessity.

Efficacy of Virtual Asynchronous Didactic Delivery and Case-Based Discussions for Predoctoral Orthodontic Education