Is there any sustained effect of the coronavirus disease 2019 pandemic? - A controlled trial comparing pre- and post-pandemic oral radiology courses.
COVID-19
E-Learning
assessment
blended learning
dental education
oral radiology
radiology
teaching methods
video-based learning modules
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:
Mar 2024
Mar 2024
Historique:
revised:
10
09
2023
received:
02
07
2023
accepted:
29
10
2023
pubmed:
24
11
2023
medline:
24
11
2023
entrez:
24
11
2023
Statut:
ppublish
Résumé
Due to the coronavirus disease 2019 (COVID-19) pandemic, undergraduate education shifted towards online-only formats from April 2020 until July 2021. Previous research indicated a negative effect on students' competence development, and it remains unclear whether blended learning concepts could provide compensation. Therefore, the present study aimed to compare pre- to post-pandemic students' performance in standardized baseline (BL) and final exams (FE), as well as the associated knowledge gain (KG) in three consecutive undergraduate blended learning-based oral radiology courses (C1-3). Ninety-four students participated during two pre-pandemic semesters (October 17-July 18), and ninety-eight students during two post-pandemic semesters (October 21-July 22). Before the pandemic, conventional face-to-face lectures were combined with an oral radiology platform. Two years into the COVID-19 pandemic, additional video-based e-learning modules were adopted from the pandemic online-only curriculum. In each semester, skills and KG were assessed by conducting standardized BL and FE. Students' performance in BL, FE, and the associated KG during pre-pandemic semesters was compared to post-pandemic semesters. In post-pandemic courses, students showed significantly lower BL scores, whereas KG was significantly higher in post- compared to pre-pandemic semesters (27.42% vs. 10.64%, p < 0.001, respectively). FE scores in C1 significantly improved from pre- to post-pandemic semesters. Within the limitations of our study, the lower BL scores confirmed the negative effect of the pandemic on competence development. Blended learning concepts seem to compensate for this effect and enable students to return to pre-pandemic levels. Future studies are needed to assess the additional impact of video-based e-learning modules.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
356-365Subventions
Organisme : Medizinische Fakultät, Heinrich-Heine-Universität Düsseldorf
ID : Fund for quality enhancement in teaching (Qualitä)
Informations de copyright
© 2023 The Authors. Journal of Dental Education published by Wiley Periodicals LLC on behalf of American Dental Education Association.
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