(PO-174) Remote Learning: Rising up to Student-perceived Best Practice

Author: Jay Tippets, D.D.S. – Director, Emergency Dental Clinic, University of Colorado School of Dental Medicine
Author: Jennipher Murphy, M.S.
Author: Elizabeth Ramos, D.D.S. – Faculty, University of Colorado School of Dental Medicine
Author: Salina Evans, MS – Curriculum Coordinator, University of Colorado School of Dental Medicine
Author: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine
Submitter: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine

Introduction: What would have happened if it was not COVID-19 that drove us to remote learning, but instead was simply a curriculum-delivery of choice by our students?

Aims: The purpose of this study was to measure perceived value held by students for components of remote learning.

Methods: For this purpose, data was collected via survey and focus groups, involving students in two later years of a 4-year DDS curriculum (DS3 and DS4), and students in an Advance Standing DDS program (ASP1 and ASP2) at the University of Colorado School of Dental Medicine. Where survey data was collected for all four named cohorts, two focus groups (DS3 and ASP2) were conducted via Zoom. Focus group data was collected via transcription using dictation software. Transcripts were coded by three investigators for theme identification in order to determine theme agreement.

Results: The results included survey data from DS3, DS4, ASP1 and ASP2 classes and focus group data from 2 of the 4 classes, ASP1 and DS4. Out of the total of 240 students surveyed, 30% responded. Survey data demonstrated that students value asynchronous pre-recorded lectures, small group sessions, lecture chat tool and felt they were better able to manage their time in the remote learning format. On the other hand, the students did not value (means below 3) synchronous lectures, textbooks, social media or test security in the remote learning environment. Across all 4 cohorts, students responded that they were highly impacted by technology challenges and Zoom fatigue. Theme analysis of focus groups identified themes consistant with those value highlighted in survey data.

Conclusion: In determining the ideal remote learning format, students most valued asynchronous pre-recorded lectures, small group sessions and the lecture chat tool because they felt these formats and tools helped them to manage their time and learning.