Abstract
A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.
Highlights
It has been one hundred years since dentistry became a specialty
The study was conducted among the sixth-year dental students of two consecutive years at Jazan University, College of Dentistry, to compare orthodontic knowledge and skills in undergraduate courses between virtual and face-to-face traditional learning methods
Online learning is receiving progressive popularity in the field of dental education. This quasi-experimental study demonstrated that the virtual learning method is comparable to the traditional one in teaching orthodontic knowledge and skills in undergraduate dental courses
Summary
It has been one hundred years since dentistry became a specialty. As dentistry evolved in the era of physics and chemistry, the initial research focused on improving materials and techniques [1]. Since the 18th century, orthodontics has been a recognized specialty. Unlike other branches that seek to ameliorate diseases, orthodontics is a different academic discipline [2]. The process of obtaining orthodontic competency is very important. An objective competency-based course in this area has the potential to validate the product of education, create consistency in predoctoral orthodontic education, and provide practitioners with the necessary skills to manage patients. Dental educators are searching for efficient and effective ways to promote learning and retention of knowledge and skills [3,4]
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