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Use of recorded interactive seminars in orthodontic distance education
Kenneth T Miller1, Wallace M Hannum, Tarrl Morley
1Department of Orthodontics, School of Dentistry, University of North Carolina, Chapel Hill 27599-7450, USA.
Introduction:
Our objective was evaluate the effectiveness and acceptability of 3 methods of instructor interaction during distance learning with prerecorded seminars in orthodontic residencies and continuing education.
Methods:
After residents at 3 schools (Sydney, Australia; Winnipeg, Manitoba, Canada; and Manchester, United Kingdom) viewed a recorded interactive seminar, they discussed its content with the seminar leader at a distance via video conferencing, audio-only interaction by telephone, and Internet chat with Net Meeting software (Microsoft, Bellevue, Wash). The residents then completed evaluations containing both closed- and open-ended questions. In addition, attendees at the Iranian Orthodontic Congress also viewed a recorded seminar, had questions answered via an interpreter in a video conference, and completed summary evaluations.
Results:
Video conferencing received the highest ratings and was never cited as the least favorite method of interaction. Telephone interaction was a close second in mean scores, and Internet chat was a distant third. All residents stated that they would like to be taught through distance education again. However, the Iranian orthodontists were less enthusiastic.
Conclusions:
Distance learning based on observation of recorded seminars and follow-up interaction is an acceptable method of instruction that can allow residents and practicing orthodontists access to various materials and experts, and perhaps help to ease the strains of current faculty shortages. More data are needed to determine whether video conferencing is worth the additional cost and complexity over audio-only interaction.