IADR Abstract Archives
Evaluation of Case-Based Learning During COVID Related Restrictions
Objectives: Case based learning (CBL) can be used to both broaden learners understanding of a certain clinical topics but also to develop fundamental clinic skills such as medical history taking, diagnostic skills and to improve patient management. The aim of our study was to evaluate the perceptions from 5th year undergraduate dental students on a course of CBL teaching delivered remotely during the recent COVID related restrictions.
Methods: A 15 week CBL course was delivered remotely using the MS Teams platform at the height of the COVID 19 restrictions between September and December 2020. 3 experienced educators facilitated small group teaching sessions for an entire cohort of Final year dental undergraduates on a weekly basis. Teaching was Restorative based and covered a range of clinical and management scenarios including caries diagnosis, endodontics, partial denture design, periodontal disease diagnosis and complaints handling. Content was standardised across the 6 teaching groups and all students involved were asked to complete an anonymised questionnaire via google forms on completion of the CBL teaching sessions. The questionnaire was made up of 15 questions and required students to provide both open and closed responses.
Results: Feedback was highly positive with the majority of students indicating the sessions improved their clinical reasoning (96%). The majority of students involved felt the sessions improved their clinical understanding, ability to diagnosis dental disease and to treatment plan. 96% of responders found the sessions enjoyable.
Conclusions: Enforced restrictions have impacted on our daily and working lives for the last 18 months. The use of online platforms has and will alter the way in which we work and teach from now on. The adoption of an online CBL teaching module to the undergraduate curriculum was readily adopted but our students who embraced the technology and the sessions which acted as a useful adjunct to their hands on clinical training. Feedback for the CBL was extremely positive for these sessions which helped provide high quality standardised teaching across multiple learning domains.
Methods: A 15 week CBL course was delivered remotely using the MS Teams platform at the height of the COVID 19 restrictions between September and December 2020. 3 experienced educators facilitated small group teaching sessions for an entire cohort of Final year dental undergraduates on a weekly basis. Teaching was Restorative based and covered a range of clinical and management scenarios including caries diagnosis, endodontics, partial denture design, periodontal disease diagnosis and complaints handling. Content was standardised across the 6 teaching groups and all students involved were asked to complete an anonymised questionnaire via google forms on completion of the CBL teaching sessions. The questionnaire was made up of 15 questions and required students to provide both open and closed responses.
Results: Feedback was highly positive with the majority of students indicating the sessions improved their clinical reasoning (96%). The majority of students involved felt the sessions improved their clinical understanding, ability to diagnosis dental disease and to treatment plan. 96% of responders found the sessions enjoyable.
Conclusions: Enforced restrictions have impacted on our daily and working lives for the last 18 months. The use of online platforms has and will alter the way in which we work and teach from now on. The adoption of an online CBL teaching module to the undergraduate curriculum was readily adopted but our students who embraced the technology and the sessions which acted as a useful adjunct to their hands on clinical training. Feedback for the CBL was extremely positive for these sessions which helped provide high quality standardised teaching across multiple learning domains.