MasterOnline Periodontology and Implant Therapy—revisited after seven years: A case study of the structures and outcomes in a blended learning CPD

• Published in: European journal of dental education 2018-02, Vol.22 (1), p.e7-e13
• Main Authors: Ratka‐Krüger, P., Wölber, J. P., Blank, J., Holst, K., Hörmeyer, I., Vögele, E.
• Format: Article
• Language: English
• Subjects: assessment, continuing professional education; Blended learning; continuing professional development; Dental implants; Dentistry; educational methods; Graduations & commencements; ICT in dental education; periodontal education; Periodontics; periodontology; quality management; study programme management; Transfer learning
• ISSN: 1396-5883; 1600-0579
• DOI: 10.1111/eje.12249

Introduction There is a great need for postgraduate training and continuing professional development (CPD), specifically in the field of periodontology. Despite the plenty of periodontal CPDs, there is a lack of information about the performance of CPDs in a blended learning setting. This study is a case study of the structures and outcomes in a blended learning CPD programme in periodontology, the MasterOnline Periodontology and Implant Therapy hosted by the University of Freiburg's Dental School. Material and Methods The structures of the blended learning CPD were analysed with the aims to (i) make explicit how various innovative educational methods and ICT tools can be successfully applied to a Web‐supported postgraduate periodontology training programme, (ii) identify the programme's impact on learning transfer in students' dental practices and (iii) identify other outcomes, synergies and any changes required during the existence. Using qualitative interviewing, the various types of learning transfer and elements of the study programme that foster transfer could be exemplified. Results A period of 7 years was analysed. In this duration, 50 students successfully graduated to a master of science. Qualitative interviews were performed with six students and four teachers affirming the learning transfer in a blended learning setting. Conclusions This case study shows that blended learning can be a successful approach for CPD in dentistry.