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Related Experiment Videos

Student Perceptions of Digitally Uplifted Learning Across Cohorts in Two Dental Programs: A Mixed Methods Study.

Ahmed Abdulmunem1, Sana Ibrahim1, Emily Lee1

  • 1School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|June 29, 2026
PubMed
Summary

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Assessment of the Mouth01:26

Assessment of the Mouth

A thorough mouth assessment, including inspection and palpation of the lips, gums, tongue, tonsils, uvula, and pharynx, is crucial in detecting potential health issues. Diseases ranging from oral cancer to systemic conditions like diabetes could be identified early through careful oral examination. This article provides a detailed guide on conducting a comprehensive mouth assessment.
Mouth Inspection
The inspection begins with visually examining the mouth for symmetry, color, and size.

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Digital learning in dental education offers flexibility but doesn't fully prepare students for clinical practice. Variations in effectiveness and satisfaction were observed based on student year level and gender.

Area of Science:

  • Dental Education
  • Digital Learning Technologies
  • Mixed-Methods Research

Background:

  • Assessing the efficacy of online and blended learning models in dental education.
  • Exploring student experiences, perceptions, and satisfaction with digital learning at the University of Queensland.

Purpose of the Study:

  • To evaluate the effectiveness of online and blended learning for dental students.
  • To identify factors influencing student satisfaction and preferences in digital dental education.

Main Methods:

  • Mixed-methods approach combining surveys (n=304) and focus groups (n=27).
  • Quantitative analysis included descriptive statistics, chi-squared tests, and ordinal logistic regression.
  • Qualitative data analyzed thematically using NVivo software.

Related Experiment Videos

Main Results:

  • Significant association found between student year level and online learning effectiveness, engagement, and preferences.
  • Male students reported higher satisfaction with technology integration and preferred online/blended formats compared to females.
  • Year 2 students were least satisfied with technology, while Year 3 students showed highest preference for online/blended learning; qualitative data revealed concerns about clinical preparedness.

Conclusions:

  • Digital learning can complement traditional face-to-face dental education, offering flexibility and theoretical support.
  • Variations in effectiveness and satisfaction exist across different year levels and genders.
  • Online learning alone is insufficient for comprehensive clinical preparation in dental education.