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Blended learning in orthodontic diagnosis: an interactive approach
Jean-Marc Retrouvey1, Adam B A Finkelstein
1Division of Orthodontics, McGill University, Montreal, Quebec. jean-marc.retrouvey@mcgill.ca
Journal (Canadian Dental Association)
|September 16, 2008
Summary
McGill University developed an interactive orthodontic diagnosis program to enhance dental student learning. This multimedia tool bridges theory and practice, improving malocclusion recognition skills.
Area of Science:
- Dental Education
- Multimedia Learning
- Orthodontics
Background:
- Traditional dental education faces challenges in bridging theoretical knowledge with practical diagnostic skills.
- Interactive multimedia offers a promising avenue for authentic learning experiences.
- Developing effective tools for recognizing malocclusions is crucial for dental undergraduates.
Purpose of the Study:
- To evaluate the effectiveness of an interactive orthodontic diagnosis program for undergraduate dental students.
- To assess the program's ability to improve malocclusion recognition.
- To bridge the gap between didactic learning and clinical application in orthodontics.
Main Methods:
- Development of an interactive CD-ROM program by McGill University.
- Implementation of an outside-in diagnostic approach within the program.
- Integration of interactive tutorials, exercises, and feedback mechanisms for students.
Main Results:
- Successful utilization of the CD-ROM program in the faculty of dentistry.
- Positive impact on undergraduate students' ability to recognize developing malocclusions.
- Demonstrated value of sound instructional design and practice opportunities.
Conclusions:
- Interactive multimedia programs can significantly enhance dental education.
- The developed orthodontic diagnosis program effectively supports student learning and skill development.
- Bridging theoretical and practical knowledge is achievable through well-designed digital learning tools.
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