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The effect of e-learning on the quality of orthodontic appliances.

Schorn-Borgmann S, Lippold C, Wiechmann D, Stamm T - Adv Med Educ Pract (2015)

Bottom Line: In general, no significant differences were found between the groups.Age of the participants also had no significant effect.The offer that students could use additional time and course-independent e-learning resources did not increase the outcome quality of the orthodontic appliances.

View Article: PubMed Central - PubMed

Affiliation: Private Practice, Nordkirchen, Germany.

ABSTRACT

Purpose: The effect of e-learning on practical skills in medicine has not yet been thoroughly investigated. Today's multimedia learning environment and access to e-books provide students with more knowledge than ever before. The aim of this study is to evaluate the effect of online demonstrations concerning the quality of orthodontic appliances manufactured by undergraduate dental students.

Materials and methods: The study design was a parallel-group randomized clinical trial. Fifty-four participants were randomly assigned to one of the three groups: 1) conventional lectures, 2) conventional lectures plus written online material, and 3) access to resources of groups one and two plus access to online video material. Three orthodontic appliances (Schwarz Plate, U-Bow Activator, and Fränkel Regulator) were manufactured during the course and scored by two independent raters blinded to the participants. A 15-point scale index was used to evaluate the outcome quality of the appliances.

Results: In general, no significant differences were found between the groups. Concerning the appliances, the Schwarz Plate obtained the highest scores, whereas the Fränkel Regulator had the lowest scores; however, these results were independent of the groups. Females showed better outcome scores than males in groups two and three, but the difference was insignificant. Age of the participants also had no significant effect.

Conclusion: The offer that students could use additional time and course-independent e-learning resources did not increase the outcome quality of the orthodontic appliances. The advantages of e-learning observed in the theoretical fields of medicine were not achieved in the educational procedures for manual skills. Factors other than e-learning may have a higher impact on manual skills, and this should be investigated in further studies.

No MeSH data available.


Appliances that students were required to make during the course. (A) Schwarz Plate (B) Karwetzky’s U- Bow Activator Type 1 (C) Fränkel’s Functional Regulator Type 3.
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f2-amep-6-545: Appliances that students were required to make during the course. (A) Schwarz Plate (B) Karwetzky’s U- Bow Activator Type 1 (C) Fränkel’s Functional Regulator Type 3.

Mentions: During the course, students were required to make three orthodontic appliances (Figure 2). The manufacturing of the appliances was demonstrated by an experienced dental technician. The live demonstrations were supported with cameras and monitors installed in the lecture hall. All procedures were video recorded by professional camera operators and prepared for viewing via the e-learning portal of the department. The video material was divided into sections and labeled for clarity (Table 1).


The effect of e-learning on the quality of orthodontic appliances.

Schorn-Borgmann S, Lippold C, Wiechmann D, Stamm T - Adv Med Educ Pract (2015)

Appliances that students were required to make during the course. (A) Schwarz Plate (B) Karwetzky’s U- Bow Activator Type 1 (C) Fränkel’s Functional Regulator Type 3.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4555981&req=5

f2-amep-6-545: Appliances that students were required to make during the course. (A) Schwarz Plate (B) Karwetzky’s U- Bow Activator Type 1 (C) Fränkel’s Functional Regulator Type 3.
Mentions: During the course, students were required to make three orthodontic appliances (Figure 2). The manufacturing of the appliances was demonstrated by an experienced dental technician. The live demonstrations were supported with cameras and monitors installed in the lecture hall. All procedures were video recorded by professional camera operators and prepared for viewing via the e-learning portal of the department. The video material was divided into sections and labeled for clarity (Table 1).

Bottom Line: In general, no significant differences were found between the groups.Age of the participants also had no significant effect.The offer that students could use additional time and course-independent e-learning resources did not increase the outcome quality of the orthodontic appliances.

View Article: PubMed Central - PubMed

Affiliation: Private Practice, Nordkirchen, Germany.

ABSTRACT

Purpose: The effect of e-learning on practical skills in medicine has not yet been thoroughly investigated. Today's multimedia learning environment and access to e-books provide students with more knowledge than ever before. The aim of this study is to evaluate the effect of online demonstrations concerning the quality of orthodontic appliances manufactured by undergraduate dental students.

Materials and methods: The study design was a parallel-group randomized clinical trial. Fifty-four participants were randomly assigned to one of the three groups: 1) conventional lectures, 2) conventional lectures plus written online material, and 3) access to resources of groups one and two plus access to online video material. Three orthodontic appliances (Schwarz Plate, U-Bow Activator, and Fränkel Regulator) were manufactured during the course and scored by two independent raters blinded to the participants. A 15-point scale index was used to evaluate the outcome quality of the appliances.

Results: In general, no significant differences were found between the groups. Concerning the appliances, the Schwarz Plate obtained the highest scores, whereas the Fränkel Regulator had the lowest scores; however, these results were independent of the groups. Females showed better outcome scores than males in groups two and three, but the difference was insignificant. Age of the participants also had no significant effect.

Conclusion: The offer that students could use additional time and course-independent e-learning resources did not increase the outcome quality of the orthodontic appliances. The advantages of e-learning observed in the theoretical fields of medicine were not achieved in the educational procedures for manual skills. Factors other than e-learning may have a higher impact on manual skills, and this should be investigated in further studies.

No MeSH data available.