Presenter: Natalie L. Wen, B.A. Author: Michelle Chung, D.M.D. – Resident Author: David L. Kornmehl, D.M.D. – Resident Author: Jiachen Lin, D.M.D. – Lecturer on Restorative Dentistry and Biomaterials Sciences, Part-time, Harvard School of Dental Medicine Author: Hiroe Ohyama, D.M.D. – Assistant Professor, Harvard School of Dental Medicine Author: Supattriya Chutinan, D.D.S. – Harvard School of Dental Medicine Submitter: Natalie L. Wen, B.A.
A theory-practice gap (T-P gap) occurs when healthcare students fail to integrate theoretic knowledge into clinical practice. A hybrid virtual and in-person interactive case-based learning (ICBL) activity was organized at Harvard School of Dental Medicine. The goal of this session was to help students transition into clinical operative procedures by discussing caries lesion-based preparation design through a student-led activity during COVID-19 pandemics.
Methods: Two cohorts of 68 students participated in the ICBL which consisted of two activities. The first was a virtual case-based discussion of different caries classifications using Zoom breakout rooms. Eight pre-activity survey questions were distributed at the beginning of the session. Five breakout rooms were created, one for each caries classification (Class I-V), where students led 30-minute small group discussions. Faculty rotated through each group for 5-6 minutes. The annotation tool was used to locate caries and design cavity preparations. All students returned to the main room for group presentations and class-wide discussion. An in-person simulated carious typodont tooth preparation exercise was held for the second activity. Students discussed their preparation designs in small groups. Students independently prepared the carious teeth. At the end they discussed preparation design with faculty. A second survey was distributed at the end of the session. The same survey questions measuring student comfort level for operative clinical procedures were given after ICBL, and four feedback questions were also included on the post-activity survey. Outcomes: Survey results indicated student comfort level in making cavity preparation modifications significantly increased after both ICBL activities. Although most preferred in-person activities, student feedback revealed that the virtual Zoom session aided in visualization of procedures and simulated face-to-face interactions.
Conclusion: Students provided positive feedback on the hybrid ICBL and reported improved comfort level in operative procedures, which supported minimizing the T-P gap and the transition into operative clinic.
