Science Popularization Education regarding Oral Health-General Health for Nonmedical Undergraduates Applying a SPOC Teaching Model

Abstract

Objective. To see how effective a blended teaching model based on a small private online course (SPOC) is in a science popularization education course on oral health-general health (OHGH). Methods. The SPOC blended teaching model was created using an elective classroom course “Oral Prophylaxis and Hygiene” in conjunction with an online learning course called “Preventive Dentistry” from the China University massive open online course (MOOC) for the science popularization education on OHGH. Students’ evaluations and teaching efficacy of this science popularization education course were tested using pre- and postcourse questionnaires. Results. In all, 105 valid questionnaires were returned. Before the course, 95.2% of the students expressed an interest in learning more knowledge on oral disease and OHGH. When compared to those of the precourse, students’ knowledge of oral diseases and OHGH was significantly higher ( $P<0.0001$ ) and the associated practice after science popularization education was much increased ( $P<0.0001$ or $P=0.0005$ ), except for root canal therapy ( $P=0.3886$ ). The scores of students on the scientific popularization task also improved when compared to those of the previous classroom-only teaching ( $P<0.0001$ ). In the postcourse questionnaire, students rated the SPOC teaching mode significantly higher than both online learning and classroom teaching alone ( $P<0.0001$ ; $P=0.0117$ ); the SPOC blended teaching was judged as more suitable for science popularization education ( $P<0.0001$ ). Conclusion. The application of the SPOC teaching mode for the science popularization education course on OHGH to nonmedical undergraduates has better teaching outcomes and is more likely to be accepted by college students.