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Updated: May 24, 2026

Measuring Maxillary Posterior Tooth Movement: A Model Assessment using Palatal and Dental Superimposition
07:32

Measuring Maxillary Posterior Tooth Movement: A Model Assessment using Palatal and Dental Superimposition

Published on: February 23, 2024

Interactive distance learning in orthodontic residency programs: problems and potential solutions.

Katherine P Klein1, Wallace H Hannum, Henry W Fields

  • 1Division of Dentistry, Massachusetts General Hospital, Boston, MA, USA.

Journal of Dental Education
|March 3, 2012
PubMed
Summary
This summary is machine-generated.

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A blended distance education approach for orthodontic residency programs, combining web seminars and live discussions, showed promise but faced educational and technical challenges. Further solutions are needed for effective remote learning in orthodontics.

Area of Science:

  • Dental Education
  • Orthodontics
  • Distance Learning

Background:

  • Orthodontic residency programs face challenges with faculty shortages and maintaining content quality.
  • Distance education offers a potential solution for resource sharing and quality assurance.
  • A blended learning model combining web-based seminars and live discussions was developed to enhance cost-effectiveness and interaction.

Purpose of the Study:

  • To evaluate a blended distance education approach for orthodontic residency programs.
  • To assess the feasibility and effectiveness of sharing resources through web seminars and live discussions.
  • To identify educational and technical challenges associated with this model.

Main Methods:

  • A grant from the American Association of Orthodontists (AAO) provided access to 25 recorded seminars.

Related Experiment Videos

Last Updated: May 24, 2026

Measuring Maxillary Posterior Tooth Movement: A Model Assessment using Palatal and Dental Superimposition
07:32

Measuring Maxillary Posterior Tooth Movement: A Model Assessment using Palatal and Dental Superimposition

Published on: February 23, 2024

  • Sixty-three orthodontic programs in the US and Canada were invited to participate in the 2009-10 academic year.
  • Participation involved using the resources and completing an evaluation; 52% of US programs participated.

    • Main Results:

    • Participating faculty and residents were generally satisfied with the blended learning experience.
    • Key educational challenges included lack of resident preparation and expectation mismatch (lecture vs. seminar).
    • Major technical issues involved scheduling difficulties and inconsistent audio/video quality.

    Conclusions:

    • The blended distance education model shows potential for orthodontic residency programs but requires addressing identified educational and technical barriers.
    • Improving resident preparation and seminar expectations is crucial for educational success.
    • Technical solutions for scheduling and ensuring consistent media quality are necessary for widespread adoption.