A Mixed Methods Assessment Of An Orthodontic E-learning Resource

Objectives: Traditional forms of undergraduate orthodontic teaching include lectures, seminars and clinical teaching. More recently e-learning has become imbedded within undergraduate curricula. The aims of this study were to describe the development of a novel e-learning resource and to assess the impact of the resource on student learning experiences and orthodontic knowledge.
Methods: Thirty-two 4th year undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material comprising of fundamentals of orthodontics and malocclusion types over a 6-week period. Thirty-one student controls were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group, also completed user satisfaction questionnaires at T1. Two focus groups (5-7 participants) were also undertaken to explore learners’ experiences and suggestions in relation to the resource.
Results: The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test failed to demonstrate a statistically significant difference in knowledge gain between control and test groups, however (P= 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.
Conclusions: Use of the novel orthodontic e-resource over a short period did not result in a significant change in subject knowledge. However, the e-learning has proven popular among undergraduate resources and will continue to be refined.