Abstract
BackgroundDuring the acute COVID-19 pandemic, physical access to the University Medical Center Göttingen was restricted for students. For the first time at our dental school, theoretical knowledge was imparted to students via asynchronous online screencasts and discussed via synchronous video meetings only.ObjectiveWe aimed to assess the acceptance and effectiveness of distance education as a new teaching format for theoretical knowledge within the preclinical course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany).MethodsThe phantom course comprised distance education (first phase, 11 weeks) and subsequent on-site practical demonstrations and training (second phase, 10 weeks). All theoretical knowledge was taught via online screencasts during distance education (except for the first week, 3 screencasts were uploaded per week resulting in a total of 30 screencasts). Until the end of the term, all students (N=33) were able to view the screencasts for an unlimited number of times. Theoretical knowledge was assessed in a summative examination after practical on-site teaching. Acceptance and effectiveness of the new curriculum and distance education were also measured based on an evaluation survey and students’ self-perceived learning outcome, which was compared to the outcome from the two pre–COVID-19 terms.ResultsEach screencast was viewed by a mean of 24 (SD 3.3) students and accessed a mean of 5.6 (SD 1.2) times per user (ie, by students who accessed the respective screencast at least once). During distance education, the number of accesses showed a linear trend over time. During the practical training phase, screencast views declined and increased again prior to the examination. Screencasts covering topics in Cariology, Restorative Dentistry, and Preventive Dentistry were viewed by more students than screencasts covering topics in Endodontology or Periodontology (both P=.047). Examination items in Periodontology showed inferior results compared to the other topics (P<.001). Within the different topics, students’ self-perceived learning outcome did not differ from that during the pre–COVID-19 terms. Although most students agreed that the presented screencasts contributed to their learning outcome, pre–COVID-19 term students more strongly felt that lectures significantly contributed to their learning outcome (P=.03).ConclusionsScreencasts showed high acceptance and effectiveness among the students but were not used as a learning tool by all students. However, students who viewed the screencasts accessed each screencast more frequently than they could have attended a conventional lecture. Screencast views were mostly due to intrinsic motivation.
Highlights
In many disciplines, including medical education, virtual learning objects are frequently and successfully used to facilitate knowledge acquisition [1,2]
Screencasts in Cariology, Restorative Dentistry, and Preventive Dentistry were viewed by more students
The average number of screencast accesses per user did not differ between the topics (Cariology, Restorative Dentistry, and Preventive Dentistry: mean 5.6, SD 1.2; Endodontology: mean 5.5, SD 1.1; Periodontology: mean 5.7, SD 1.3; P=.98)
Summary
In many disciplines, including medical education, virtual learning objects (eg, video podcasts, screencasts) are frequently and successfully used to facilitate knowledge acquisition [1,2]. As opposed to medical education, education of undergraduate dental students includes both teaching of theoretical knowledge and training of physical skills. During the preclinical semesters, theoretical knowledge is taught in lectures utilizing a large-group setup (ie, synchronous learning) and physical skills training is provided on-site by using dental simulators or phantom heads. Based on a recent systematic review, the use of virtual learning objects and DE in dentistry has only been assessed in a small number of studies [4]. Within the evaluation survey of this promising approach, students rated screen-captured lectures as highly useful for their self-perceived learning outcome. For the first time at our dental school, theoretical knowledge was imparted to students via asynchronous online screencasts and discussed via synchronous video meetings only
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
