(PO-156) Measuring Outcomes Using an Interactive Educational Platform With Dental Students

Author: Irina Novopoltseva, Novopoltseva, R.D.H. M.S. – Assistant Professor-Clinical, Division of Dental Hygiene, The Ohio State University College of Dentistry
Author: Denise Messina, M.D.H. B.S. R.D.H. – Assistant Professor-Clinical, Division of Dental Hygiene, The Ohio State University College of Dentistry
Author: Matthew Messina, D.D.S. – Assistant Professor-Clinical and Clinic Director, Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry
Author: Sarah Mikhail, B.D.S. M.S. – Assistant Professor-Clinical, Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry
Submitter: Irina Novopoltseva, Novopoltseva, R.D.H. M.S. – Assistant Professor-Clinical, Division of Dental Hygiene, The Ohio State University College

Objectives

The impact of COVID-19 required revisions in curricula. This study endeavored to assess the level of effectiveness of the online presentation of material both qualitatively and quantitatively in a five-week module on Cariology for first-year dental students. Quantitative analysis of the assessment data was required to determine if an interactive engagement platform increased student outcomes. Qualitative survey was analyzed to determine the students’ preferences for supplemental learning opportunities and utilization trends. The purpose of this study was to measure the learning outcomes of online course delivery with the use of an interactive education platform Nearpod® (Aventura, FL, USA).

Methods

The dental Class of 2023 received the Cariology material in a live, in-person lecture format. The Class of 2024 received the same material in a combination of synchronous Zoom® (San Jose, CA, USA) lectures and asynchronous interactive presentations utilizing the Nearpod® platform. The identical midterm examination on Cariology was administered to both cohorts at the completion of the five-week module.

Results

Quantitatively, the Class of 2024 had a statistically significantly higher mean score than the Class of 2023 on the midterm examination, collectively and in both female and male cohorts. Qualitatively, the dental students overwhelmingly expressed support for the ease of use and educational value of the Nearpod^®platform.

Conclusions

This study found that student performance on the identical exam was improved through the use of synchronous Zoom® lectures and asynchronous Nearpod® review sessions. The application of technology to enhance remote learning can be effective in supporting student mastery of core concepts in dental education.