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  • Evaluation of a web-based application versus conventional instruction in the undergraduate curriculum of fixed prosthodontics

    Author(s)
    Ramseier, C.
    Ivanovic, A.
    Woermann, U.
    Matthaios, Nikos
    Griffith University Author(s)
    Matthaios, Nikos
    Year published
    2012
    Metadata
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    Abstract
    Aims: The present study aims to investigate the implications of web-based delivery of identical learning content for time efficiency and students' performance, as compared to conventional textbook resources. Materials and methods: Two cohorts of third year undergraduate dental students in 2003 (n = 35) and 2006 (n = 32) completed the study. Following a baseline pre-test, the students were divided into two groups and given 3 weeks for studying identical content using a web-based application (group A) or a conventional paper manuscript (group B). Post-test, end of semester examination and a final retention test were taken. ...
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    Aims: The present study aims to investigate the implications of web-based delivery of identical learning content for time efficiency and students' performance, as compared to conventional textbook resources. Materials and methods: Two cohorts of third year undergraduate dental students in 2003 (n = 35) and 2006 (n = 32) completed the study. Following a baseline pre-test, the students were divided into two groups and given 3 weeks for studying identical content using a web-based application (group A) or a conventional paper manuscript (group B). Post-test, end of semester examination and a final retention test were taken. Test scores and studying time was registered for both cohorts in 2003 and 2006. Results: Group A and B knowledge gain was highly significant between the average per cent scores from pre-test, post-test and end of semester examination in both cohorts in 2003 and 2006 (P < 0.005). Group A spent 1.6נ(2003) to 2.6נ(2006) less time studying than group B. The average total studying time recorded for group B was 5.1 h using 6.2 learning sessions in 2003 and 3.5 h using 4.4 sessions in 2006. With group A, significantly less time was measured for studying through web-based content using an average of 2.5 h over 4.4 learning sessions in 2003 and 1.5 h added over three sessions in 2006. Conclusions: Web-based delivery of identical content results in less overall studying time as compared to textbook delivery. These results appear independent of the students' own preference of the learning medium.
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    Journal Title
    European Journal of Dental Education
    Volume
    16
    Issue
    4
    DOI
    https://doi.org/10.1111/j.1600-0579.2012.00748.x
    Subject
    Dentistry not elsewhere classified
    Dentistry
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/49665
    Collection
    • Journal articles

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