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Self-Directed Digital Learning: When Do Dental Students Study?

Tate H Jackson1, James Zhong2, Ceib Phillips2

  • 1Dr. Jackson is Assistant Professor, Department of Orthodontics, School of Dentistry, University of North Carolina at Chapel Hill; Dr. Zhong is a dentist in private practice in Chapel Hill, NC; Dr. Phillips is Professor, Department of Orthodontics and Assistant Dean for Graduate/Advanced Dental Education, School of Dentistry, University of North Carolina at Chapel Hill; and Dr. Koroluk is Associate Professor and Chair, Department of Orthodontics, School of Dentistry, University of North Carolina at Chapel Hill. tatejackson@unc.edu.

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PubMed
Summary
This summary is machine-generated.

Dental students rarely used self-directed web-based learning modules during scheduled study time. Module access increased significantly as final exams approached, showing a shift from planned learning to exam preparation.

Keywords:
computer-assisted instructiondental educationeducational technologyorthodonticspediatric dentistry

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Area of Science:

  • Medical Education
  • Dental School Curriculum
  • Web-Based Learning

Background:

  • The University of North Carolina at Chapel Hill School of Dentistry implemented a Growth and Development (G&D) curriculum utilizing self-directed, web-based learning modules instead of traditional lectures.
  • This curriculum incorporates scheduled self-study periods within standard school hours.

Purpose of the Study:

  • To evaluate dental students' access patterns of self-directed, web-based learning modules.
  • To correlate module access with planned self-study time, proximity to course examinations, and overall course performance.

Main Methods:

  • Direct observation and recording of module access (date and time) for all 80 students in the DDS Class of 2014 across four G&D courses.
  • Analysis of module access frequency in relation to scheduled time and in three timeframes before final exams: >7 days, 3-7 days, and 0-2 days.

Main Results:

  • A statistically significant difference was found in module access during scheduled time across the curriculum (p<0.0001).
  • Module access during scheduled time decreased from 64% in the first course to 10-19% in subsequent courses.
  • Module access significantly increased in the 0-2 days before an exam timeframe for all courses (p<0.001).
  • No association was found between module access patterns and course performance.

Conclusions:

  • Dental students in this self-directed curriculum predominantly accessed learning modules closer to exams rather than during allocated self-study time.
  • The findings suggest a need to re-evaluate the integration of self-directed learning within dental education to align with student study behaviors.