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ARTICLE INFO

Comparison of Virtual Blended Learning with Workshops on Dental Students’ Knowledge of and Attitude toward Caries Risk Assessment

AUTHORS

Afsaneh Pakdaman 1 , * , Zohreh Karimi 2

1 Assistant Professor, Department of Community Oral Health, School Dentistry, Tehran University of Medical Sciences, Tehran, Iran, Iran

2 Dentist, School Dentistry, Tehran University of Medical Sciences, Tehran, Iran, Iran

How to Cite: Pakdaman A , Karimi Z . Comparison of Virtual Blended Learning with Workshops on Dental Students’ Knowledge of and Attitude toward Caries Risk Assessment, Strides Dev Med Educ. 2016 ; 12(5):e58463.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (5); e58463
Published Online: February 29, 2016
Article Type: Research Article
Received: July 22, 2017
Accepted: July 05, 2015

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Abstract

Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education. The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional workshops.
Methods: A controlled trial was designed and 82 final-year dental students were recruited in two groups of workshop (n = 39) and blended learning (n = 39). In the blended group, access to a designed website and online material was possible in addition to face-to-face education. A validated researcher-made questionnaire (Cronbach’s alpha = 0.7) was used to assess demographic information, and knowledge of and attitude toward CRA before and after the educational course. The mean score of knowledge before and after the course was calculated and compared between the two groups using paired t-test and repeated measures ANOVA in SPSS software.
Results: Of the 82 students, 78 (95%) participated in the study. The mean score of knowledge in post-test in the group attending workshops was (13.35 ± 1.61) significantly higher than pre-test (7.00 ± 3.06) (P < 0.050). In the blended learning group, the mean score of knowledge in the post-test (14.71 ± 1.43) was higher than pre-test (8.12 ± 2.20) (P < 0.050). Considering the baseline score, no significant difference was observed between the two groups in post-test. In the attitude domain, participants in both groups believed that the course had improved their knowledge regarding CRA and CRA was useful in educational dental clinic.
Conclusion: Both methods significantly improved knowledge and attitude of students regarding CRA. The students believed the blended learning method to be useful in CRA. Thus, the use of this method is recommended as a complementary teaching method for general dentistry students.
 

Keywords

Caries risk Blended learning Knowledge Attitude Virtual learning

© 2016, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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