Using e-learning to train dentists in the development of standardised oral health promotion interventions for persons with disability
Article first published online: 30 JAN 2013
© 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd
European Journal of Dental Education
Volume 17, Issue 3, pages 143–153, August 2013
How to Cite
Catteau, C., Faulks, D., Mishellany-Dutour, A., Collado, V., Tubert-Jeannin, S., Tardieu, C., Hugues, P., Roger-Leroi, V. and Hennequin, M. (2013), Using e-learning to train dentists in the development of standardised oral health promotion interventions for persons with disability. European Journal of Dental Education, 17: 143–153. doi: 10.1111/eje.12024
- Issue published online: 2 JUL 2013
- Article first published online: 30 JAN 2013
- Manuscript Accepted: 8 JAN 2013
- distance learning;
- dental education;
- programme evaluation;
- health promotion;
- people with disability
This study aims to evaluate whether an e-learning curriculum was sufficient to impart the necessary knowledge to dentists to allow them to implement an oral health promotion intervention in an institution for persons with disability.
Materials and methods
Participants were asked to complete a 10-module online training course and to implement a standardised intervention in an institution. The outcome measures were as follows: online tracking of progress; multiple choice questionnaires completed at the end of most modules; self-efficacy questionnaire completed before and after online training; completion of training and calibration in the use of a standardised risk assessment form; initiation and full completion of an oral health promotion intervention in an institution; satisfaction of participants with the online training experience; and evaluation of the impact of the intervention by the institution staff.
The study sample included 26 dentists. The 10 modules were passed by 24 dentists, and the mean value of the highest overall score recorded in the multiple questionnaires was 88.4% (±4.0). Twenty participants completed the self-efficacy questionnaire before and after training; the mean values of scores after training were statistically different and higher than those at baseline. Questionnaire regarding satisfaction with the online training experience was completed by 22 participants; all of them stated that they were satisfied with the online training experience.
The results indicate that the online training course helped participants to increase self-efficacy and to provide interventions in institutions. This study could have implications for both undergraduate and postgraduate dental education in France.