Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning

This article describes the development and testing of an online asynchronous clinical learning resource named “Ask the Expert” to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A—“Ask the Expert”...

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Autores principales:	Rohit Kunnath Menon, Liang Lin Seow
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	e-learning online learning dentistry dental education Medicine R
Acceso en línea:	https://doaj.org/article/5bfbc6e64b6e482daae10988f3504eed
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spelling	oai:doaj.org-article:5bfbc6e64b6e482daae10988f3504eed2021-11-25T17:43:42ZDevelopment of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning10.3390/healthcare91114202227-9032https://doaj.org/article/5bfbc6e64b6e482daae10988f3504eed2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-9032/9/11/1420https://doaj.org/toc/2227-9032This article describes the development and testing of an online asynchronous clinical learning resource named “Ask the Expert” to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A—“Ask the Expert” and L—“lecturer-led”). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes’ duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes’ duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A—5.61 ± 1.34, Group L—5.22 ± 1.57) and immediate post-test scores (Group A—7.42 ± 1.34, Group L—8.04 ± 1.22; paired <i>t</i>-test, <i>p</i> < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A—5.36 ± 1.29, Group L—5.33 ± 1.39 (independent sample <i>t</i>-test, <i>p</i> > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.Rohit Kunnath MenonLiang Lin SeowMDPI AGarticlee-learningonline learningdentistrydental educationMedicineRENHealthcare, Vol 9, Iss 1420, p 1420 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning online learning dentistry dental education Medicine R
spellingShingle	e-learning online learning dentistry dental education Medicine R Rohit Kunnath Menon Liang Lin Seow Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
description	This article describes the development and testing of an online asynchronous clinical learning resource named “Ask the Expert” to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A—“Ask the Expert” and L—“lecturer-led”). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes’ duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes’ duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A—5.61 ± 1.34, Group L—5.22 ± 1.57) and immediate post-test scores (Group A—7.42 ± 1.34, Group L—8.04 ± 1.22; paired <i>t</i>-test, <i>p</i> < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A—5.36 ± 1.29, Group L—5.33 ± 1.39 (independent sample <i>t</i>-test, <i>p</i> > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.
format	article
author	Rohit Kunnath Menon Liang Lin Seow
author_facet	Rohit Kunnath Menon Liang Lin Seow
author_sort	Rohit Kunnath Menon
title	Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
title_short	Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
title_full	Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
title_fullStr	Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
title_full_unstemmed	Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning
title_sort	development of an online asynchronous clinical learning resource (“ask the expert”) in dental education to promote personalized learning
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/5bfbc6e64b6e482daae10988f3504eed
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Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning

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