The Design and Impact of Interactive Online Modules for Dental Faculty Calibration
Abstract
:1. Introduction
- What was faculty’s perceived effectiveness of the self-paced online approach?
- What were faculty’s level of participation and engagement with the online modules?
- How did participating in the online calibration modules impact faculty’s teaching behaviors?
2. Methods
2.1. Interactive and Gamified Online Design
2.2. Online Module Delivery
2.3. Online Module Evaluation
2.3.1. Online Survey
2.3.2. Platform Analytics
2.3.3. Supplementary Insights
3. Results
3.1. Faculty’s Participation in the Online Modules
3.2. Faculty’s Perceived Effectiveness of the Online Approach
“The SoftChalk format was easy to navigate, and it was different from all other CE courses we have at the dental school-it was much more engaging.”
“Online calibration courses are an easy option for scheduling purposes. They are more fun and more efficient.”
“All of these faculty calibration courses have been excellent. Exceptionally good quality and content for entirely online courses!”
“This is very good way to engage all faculty in learning and staying abreast with new important information from other than his/her own specialties.”
“While online learning may be adequate for some topics, many topics in clinical dentistry are taught with deeper understanding and retention of information when there is an opportunity for peer interaction and discussion.”
“The program does not provide an opportunity for discussion. It would be nice to see what questions other faculty may have or would like to discuss further. Maybe have a space where all faculty can post questions.”
3.3. Impact on Faculty’s Teaching Behaviors
4. Discussions
4.1. Faculty’s Perceived Effectiveness of the Online Format
4.2. Enhanced Flexibility and Inclusiveness
4.3. Challenges and Lessons Learned
4.4. Limitations and Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Salaried Faculty (Full and Part-Time; n = 211) | Non-Salaried Faculty (Adjunct; n = 267) | Total (N = 478) | ||||
---|---|---|---|---|---|---|
Finished | Passed | Finished | Passed | Finished | Passed | |
Module 1 Oral pathology consultations and diagnosis of oral lesions (Pass: 29 out of 31 points) | 120 (56.87%) | 117 (55.45%) | 81 (30.33%) | 70 (26.21%) | 201 (42.05%) | 187 (39.12%) |
Module 2 Diabetic patients in dental clinic (Pass: 21 out of 24 points) | 104 (49.28%) | 97 (45.97%) | 73 (27.34%) | 68 (25.47%) | 177 (37.03%) | 165 (34.52%) |
Module 3 Antibiotic stewardship in dentistry (Pass: 19 out of 23 points) | 93 (44.08%) | 88 (41.70%) | 68 (25.47%) | 65 (24.34%) | 161 (33.68%) | 153 (32.01%) |
Module 4 Periodontal disease classification system (Pass: 9 out of 10 points) | 83 (39.34%) | 83 (39.34%) | 77 (28.84%) | 72 (26.97%) | 160 (33.47%) | 155 (32.43%) |
Number of Respondents | Computer-Skill | |||
---|---|---|---|---|
Module 1: Oral pathology consultations and diagnosis of oral lesions | Full-time | 29 | Poor | 3 (3.06%) |
Part-time | 44 | Fair | 24 (24.49%) | |
Adjunct | 26 | Good | 45 (45.92%) | |
Excellent | 26 (26.53%) | |||
Module 2: Diabetic patients in dental clinic | Full-time | 28 | Poor | 4 (4.21%) |
Part-time | 40 | Fair | 22 (23.16%) | |
Adjunct | 28 | Good | 44 (46.32%) | |
Excellent | 25 (26.32%) | |||
Module 3: Antibiotic stewardship in dentistry | Full-time | 21 | Poor | 2 (1.98%) |
Part-time | 47 | Fair | 26 (25.74%) | |
Adjunct | 33 | Good | 54 (53.47%) | |
Excellent | 19 (18.81%) | |||
Module 4: Periodontal disease classification system | Full-time | 20 | Poor | 3 (3.33%) |
Part-time | 37 | Fair | 26 (28.89%) | |
Adjunct | 33 | Good | 40 (44.44%) | |
Excellent | 21 (23.33%) |
I Am Very Satisfied with the Overall Course. | The Online Approach Is Effective for My Learning of the Topic. | The Online Module Was Easy to Navigate. | The Online Approach Is Engaging. | The Online Format Made Faculty Calibration More Flexible and Personalized. | I Would Like to Participate in More Calibration Modules in This Online Format. | |
---|---|---|---|---|---|---|
Module 1: Oral pathology consultations and diagnosis of oral lesions | 97 (97.98%) | 82 (82.83%) | 75 (75.76%) | 86 (86.87%) | 80 (82.47%) | 84 (84.85%) |
Module 2: Diabetic patients in dental clinic | 82 (88.17%) | 84 (91.30%) | 79 (85.87%) | 84 (91.30%) | 83 (90.22%) | 83 (90.22%) |
Module 3: Antibiotic stewardship in dentistry | 97 (98.99%) | 83 (84.89%) | 78 (80.41%) | 80 (81.63%) | 81 (82.65%) | 82 (83.67%) |
Module 4: Periodontal disease classification system | 84 (95.45%) | 85 (96.59%) | 83 (94.32%) | 81 (92.05%) | 82 (93.18%) | 80 (90.91%) |
Average across all 4 modules | 94.15% | 88.93% | 84.09% | 87.96% | 87.13% | 87.41% |
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Share and Cite
Zheng, M.; Woo, D.; Benton, K. The Design and Impact of Interactive Online Modules for Dental Faculty Calibration. Educ. Sci. 2024, 14, 818. https://doi.org/10.3390/educsci14080818
Zheng M, Woo D, Benton K. The Design and Impact of Interactive Online Modules for Dental Faculty Calibration. Education Sciences. 2024; 14(8):818. https://doi.org/10.3390/educsci14080818
Chicago/Turabian StyleZheng, Meixun, Debra Woo, and Kim Benton. 2024. "The Design and Impact of Interactive Online Modules for Dental Faculty Calibration" Education Sciences 14, no. 8: 818. https://doi.org/10.3390/educsci14080818