(PO-065) A Clinical Faculty-driven, Minimal-cost Approach to Remote, Hands-on Learning

Author -- Jo Peterson, Ph.D. – Director, Continuing Dental Education, University of Minnesota School of Dentistry
Author: Keith Mays, D.D.S. MS Ph.D. – Dean, School of Dentistry, University of Minnesota School of Dentistry
Author: Rainer Adarve, D.M.D., MS, MHPE – Associate Professor, Department of Restorative Services, University of Minnesota School of Dentistry
Submitter -- Jo Peterson, Ph.D. – Director, Continuing Dental Education, University of Minnesota School of Dentistry

As SARS-CoV-2 emerged, the Continuing Dental Education team at the University of Minnesota School of Dentistry faced the probability of canceling over 40 hands-on workshops and certificate programs. Working collaboratively with faculty, CDE Anytime emerged as a reduced-cost model to provide hands-on technical training for oral health professionals worldwide.

Method: Representing a continuum of faculty from prosthodontics to oral surgery, a team examined the previously planned hands-on courses and selected offerings that could be provided to participants within remote locations from the school. The faculty and staff team determined the essential equipment, instruments, technology, supplies, and other resources that would be reasonable to ship to course attendees. Training was developed to ensure course participants had a minimum level of hand skills, the ability to operate dual computer screens, and a base level understanding of Zoom. Using the CDE Anytime model, trainees met for the first pilot course in person two times and remotely three times. In our second pilot course, trainees and faculty met remotely for the entire program. During the remote training, instructors provided feedback on techniques and course assignments using a dual-camera technique.

Results: Course evaluations from two pilot hybrid offerings revealed 100% of attendees were satisfied with the course, 97.5% stated learning objectives were met, and 97% of participants found course content applicable to their dental practice. Attendees noted instructors provided high-quality instruction (96.5%), and the level of feedback met their needs (96%). When asked, 80% of course attendees strongly agreed that the hybrid model was effective.

Conclusion: Data suggest hybrid learning, where clinical instructors provide training via Zoom demonstrations while course attendees participate remotely using training kits, is a practical and affordable instructional model. The success of remote hands-on learning suggests a select portion of future CDE coursework should be offered using this modality.