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The use of Blackboard in a traditional gross anatomy course for dental students.
Author(s) -
Norton Neil S,
Jergenson Margaret A,
Barritt Laura C
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.lb4-c
Subject(s) - blackboard (design pattern) , gross anatomy , class (philosophy) , mathematics education , overhead projector , medical education , curriculum , dental education , multimedia , computer science , psychology , medicine , anatomy , pedagogy , artificial intelligence , visual arts , art , programming language
The traditional course in gross anatomy aimed at dental students has evolved significantly over the years. Various educational techniques have been limited by faculty, tools provided, and physical space to name a few. Most instructors have relied upon the use of cadavers, kodachrome slides, overhead transparencies, or chalk and blackboard to educate students. With the introduction of PowerPoint presentations into the classroom setting in the 1990's, the computer age began to play a major role in the educational process. As computers in education grew, so did the support programs. Blackboard is an integrated online learning support system used by universities. This year, we set up our freshman gross anatomy course for dental students on Blackboard. This allowed the students to access course information and learning materials, communicate with faculty and students, add a series of online quizzes that assessed both lecture and laboratory material. The goal of this study was to assess student performance and receive feedback on the strengths and weaknesses of the course using the Blackboard program. Freshman students (n=68) were taught, over the course of three lecture hours and 6 lab hours a week using traditional lectures with PowerPoint. Our mode of examinations remained the same as the past: four multiple choice and short answer tests, two short lab quizzes on cadaver material, and two lab practical exams. Their results were compared to the performance of the class from the previous year (n=67) which had an equivalent incoming GPA and DAT scores. We found that students liked the ability to go online, take practice exams and view their grades confidentially. There was no difference on student performance between students using Blackboard and students that had the course without Blackboard.