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Assessment of blended learning for teaching dental anatomy to dentistry students
Author(s) -
Ullah Rizwan,
Siddiqui Faraz,
Adnan Samira,
Afzal Azam S.,
Sohail Zafar Muhammad
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.12606
Subject(s) - dental education , test (biology) , significant difference , medicine , dentistry , computer assisted learning , psychology , mathematics education , biology , paleontology
Objectives Blended learning (BL) combines conventional face to face (F2F) sessions with online educational resources. This method includes the advantages of online course delivery without the omission of conventional F2F interaction. The purpose of the present study was to evaluate students' satisfaction and educational outcomes in a BL course compared to traditionally administered dental anatomy course. Methods A prospective non‐randomized study was conducted to compare the outcomes and perception of BL for teaching dental anatomy to dental students. First year dental anatomy students ( n = 98) were included (48 in the conventional F2F learning and 50 in the BL group). Multiple choice questions were used to assess the achievement of learning outcomes and the Dundee Ready Education Environment Measure (DREEM) to determine the educational environment during the course. Results There was no significant difference in the pre‐test scores of both groups; however the mean post‐test score for the BL group (31.5 ± 4.5) was significantly higher than the F2F group (27.2 ± 4.9). The post‐test scores were comparable across both genders in the BL group while females secured significantly higher scores than males in the F2F group. The DREEM scores were also significantly higher in the BL group (147.3 ± 15.5) than the F2F group (134.5 ± 15.1) ( p < 0.002). A similar pattern was observed in DREEM subscales. Conclusions The BL course is associated with improved students’ satisfaction and learner achievement compared to a conventionally administered dental anatomy course. In addition, BL enhanced students’ accessibility, self‐assessment, and higher level of engagement compared to F2F delivery of the course.