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Development and Evaluation of an Online Learning Tool for Undergraduate Education in Dental Traumatology
Anne C O'Connell1, Rona Leith1, Isabel C Olegário2
1Dublin Dental University Hospital, Trinity College Dublin, University of Dublin, Dublin, Ireland.
Aim:
To develop a self-paced digital learning tool incorporating newer learning strategies for dental students to supplement existing undergraduate teaching in dental traumatology (DT). The secondary aim was to pilot the learning tool to evaluate learner experience and changes in immediate knowledge scores.
Materials And Methods:
An online course was designed within the EdApp platform using learning strategies, such as gamification, case-based learning and microlearning. Seven core topics were identified and course content was prepared based on contemporary scientific literature. Content included interactive cases, clinical images, short videos, formative questions and immediate feedback. Each lesson was evaluated by content experts. Final year undergraduate dental students were invited to complete the course in a pilot study. Learner experience was evaluated using platform analytics, Likert-scale confidence ratings and open-ended feedback. A single-group pre-test and post-test design was used to compare knowledge scores before and immediately after course completion. Paired t-test was used to evaluate differences between scores (α = 5%).
Results:
The module was completed by 25 students. The mean completion time was 3.5 h (range 1.5-6 h) using mobile phones, tablets and computers. Knowledge scores were significantly higher immediately after course completion compared to baseline (p < 0.001). Three students did not provide feedback but the remaining participants provided positive feedback on the course duration, content clarity, readability, sequence, quality of images and videos. There was a high level of perceived confidence following course completion.
Conclusion:
A self-paced digital learning tool in dental traumatology was successfully developed and was well received by the undergraduate students. Participation was associated with significantly improved knowledge immediately after course completion. Self-paced digital learning tools can provide an effective adjunct to traditional undergraduate teaching methods in dental traumatology, but further studies are needed to evaluate longer-term knowledge retention and clinical performance.
