A preclinical hybrid curriculum and its impact on dental student learning outcomes.
active learning
adaptive online platform
asynchronous learning
competency
critical thinking
flipped classroom
hybrid curriculum
online learning
self-directed learning
Journal
Journal of dental education
ISSN: 1930-7837
Titre abrégé: J Dent Educ
Pays: United States
ID NLM: 8000150
Informations de publication
Date de publication:
May 2021
May 2021
Historique:
revised:
25
11
2020
received:
09
10
2020
accepted:
05
12
2020
pubmed:
29
12
2020
medline:
18
5
2021
entrez:
28
12
2020
Statut:
ppublish
Résumé
The purpose of this study is to measure how the implementation of an online, preclinical hybrid curriculum impacts dental student clinic readiness, the outcomes of grades, critical thinking skills, and student and faculty perceptions respectively. This longitudinal comparative and descriptive study used objective data and subjective (survey) data for 4 dental class cohorts. Groups A and B experienced a traditional lecture-based curriculum, while Groups C and D experienced a hybrid curriculum that was lecture-free and implemented active learning. The Health Sciences Reasoning Test (HSRT), an objective assessment, was used to measure students' critical thinking skills. Dental student outcomes have either remained steady or improved with the transition to a new hybrid curriculum. According to the student and faculty survey results, the hybrid curriculum promoted student learning, independence, critical thinking, initiative and self-motivation, and clinic practice readiness. Group C (N = 68) Total Online Platform mean scores demonstrated a significant and moderately strong correlation with the preclinical course mean grades (r = 0.68, P = 0.00). Group D HSRT (n = 63) for Attempt 1 (end of year 1) and Attempt 2 (end of Year 2) paired T test resulted in HSRT Overall (mean difference = -2.27, SD = 7.21, t = -2.5, P = 0.02) for the second preclinical year. The hybrid curricular approach afforded many benefits. Faculty took an active role in imparting knowledge when compared to the lecture hall. Having students immersed in continual assessment through an online adaptive platform and active learning promoted self-motivation, deeper learning, applied knowledge, and discouraged superficial memorization.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
679-689Informations de copyright
© 2020 American Dental Education Association.
Références
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