Effectiveness of distance learning for preclinical periodontal education

Abstract

AbstractIntroductionThis study aimed to investigate the effectiveness of distance learning (DL) for the second‐year periodontics course compared to classroom learning (CL).Materials and MethodsDL for Class A (n1 = 126) and CL for Class B (n2 = 133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second‐year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first‐year final % scores as a covariate to test if the second‐year final % scores and the distributions of letter grades were significantly different between Class A and B.ResultsThe mean second‐year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t‐test, p = .019). However, in GLM, the first‐year final % scores significantly affected the second‐year scores (p = .016); the second‐year final % scores between the two groups were not significantly different (p = .268) after considering the individual first‐year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second‐year course between the two groups (odds ratio = 1.6; 95% confidence interval = [0.95, 2.72], p = .078) after considering the first‐year final % scores.ConclusionWithin the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.