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Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform
Author(s) -
Pratt Rachelle S.,
Green Jacqueline L.,
Rasmussen Kari,
Lai Hollis,
Compton Sharon M.
Publication year - 2019
Publication title -
international journal of dental hygiene
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.674
H-Index - 38
eISSN - 1601-5037
pISSN - 1601-5029
DOI - 10.1111/idh.12383
Subject(s) - likert scale , focus group , medicine , medical education , descriptive statistics , computer assisted web interviewing , narrative , psychology , developmental psychology , linguistics , statistics , philosophy , mathematics , marketing , business
Objective Transitioning to interactive e‐textbooks has been considered revolutionary for enhancing student learning. However, adopting this technology has been met with hesitation. This study investigates student and faculty attitudes and utilization of mandatory e‐textbooks in a dental hygiene program. Methods In 2017, an online questionnaire was distributed to students and a focus group was conducted with faculty to examine their perspectives about using VitalSource™. Using a 5‐point Likert scale with five indicating strongly agree, the questionnaire examined convenience; compatibility with learning style; perceived enjoyment; and usefulness. Open‐ended questions captured benefits and challenges. The focus group gathered faculty perspectives. Questionnaire data were analysed using descriptive statistics. Data from the open‐ended questionnaire questions and focus group transcript followed a narrative analysis process. Results Survey response was 48% (n = 105). Students scored all factors below neutral. Results from four categories showed convenience (M = 2.75, SD = 0.92); compatibility (M = 1.93, SD = 0.83); perceived effectiveness (M = 2.15, SD = 0.90); and perceived usefulness (M = 2.36, SD = 1.04). A high correlation between all factors suggests they were uniformly rated by students. Majority of students (71%) did not use a textbook greater than once a month. Narrative analysis revealed few benefits; challenges included technical glitches, eyestrain, cost and inability to choose books as desired. Faculty's perspectives aligned with the students, but they appreciated portability of texts and quality of clinical images. Conclusions Students strongly disliked the platform and the online medium and do not frequently access e‐textbooks but rely on PowerPoint handouts for studying. Faculty felt e‐textbooks do not align with positive learning experiences.