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A preclinical hybrid curriculum and its impact on dental student learning outcomes
Author(s) -
FarahFranco Sandra Maurice,
Hasel Robert,
Tahir Analia,
Chui Brian,
Ywom James,
Young Briana,
Singh Menmeet,
Turchi Scott,
Pape Gary,
Henson Bradley
Publication year - 2021
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/jdd.12517
Subject(s) - curriculum , medical education , test (biology) , critical thinking , psychology , active learning (machine learning) , class (philosophy) , descriptive statistics , dental education , significant difference , mathematics education , medicine , pedagogy , computer science , mathematics , paleontology , statistics , artificial intelligence , biology
Objectives The purpose of this study is to measure how the implementation of an online, preclinical hybrid curriculum impacts dental student clinic readiness, the outcomes of grades, critical thinking skills, and student and faculty perceptions respectively. Methods This longitudinal comparative and descriptive study used objective data and subjective (survey) data for 4 dental class cohorts. Groups A and B experienced a traditional lecture‐based curriculum, while Groups C and D experienced a hybrid curriculum that was lecture‐free and implemented active learning. The Health Sciences Reasoning Test (HSRT), an objective assessment, was used to measure students’ critical thinking skills. Results Dental student outcomes have either remained steady or improved with the transition to a new hybrid curriculum. According to the student and faculty survey results, the hybrid curriculum promoted student learning, independence, critical thinking, initiative and self‐motivation, and clinic practice readiness. Group C (N = 68) Total Online Platform mean scores demonstrated a significant and moderately strong correlation with the preclinical course mean grades (r = 0.68, P = 0.00). Group D HSRT (n = 63) for Attempt 1 (end of year 1) and Attempt 2 (end of Year 2) paired T test resulted in HSRT Overall (mean difference = −2.27, SD = 7.21, t = −2.5, P = 0.02) for the second preclinical year. Conclusion The hybrid curricular approach afforded many benefits. Faculty took an active role in imparting knowledge when compared to the lecture hall. Having students immersed in continual assessment through an online adaptive platform and active learning promoted self‐motivation, deeper learning, applied knowledge, and discouraged superficial memorization.