An assessment of student experiences and learning based on a novel undergraduate e-learning resource

• Published in: British dental journal 2016-08, Vol.221 (3), p.131-136
• Main Authors: Mehta, S., Clarke, F., Fleming, P. S.
• Format: Article
• Language: English
• Subjects: 692/700/3032/3053; 692/700/3032/3145; College students; Dentistry; education; Education, Dental; Education, Distance; Feedback; Focus Groups; Humans; Internet; Knowledge; Learning; Medicine; Online instruction; Orthodontics; Public speaking; Questionnaires; Seminars; Student organizations; Students, Dental; Teaching methods
• ISSN: 0007-0610; 1476-5373
• DOI: 10.1038/sj.bdj.2016.563

Key Points Describes the development and evaluation of a bespoke undergraduate orthodontic e-resource using both quantitative and qualitative methods. Highlights feedback from students during focus group sessions about the e-learning resource. Suggests the use of the interactive e-learning resource as an adjunct to current undergraduate teaching methods. Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge. Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource. Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching. Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.