A blended learning approach to teaching pre-clinical complete denture prosthodontics
Article first published online: 23 APR 2012
© 2012 John Wiley & Sons A/S
European Journal of Dental Education
Volume 17, Issue 1, pages e22–e27, February 2013
How to Cite
Faraone, K. L., Garrett, P. H. and Romberg, E. (2013), A blended learning approach to teaching pre-clinical complete denture prosthodontics. European Journal of Dental Education, 17: e22–e27. doi: 10.1111/j.1600-0579.2012.00753.x
- Issue published online: 26 DEC 2012
- Article first published online: 23 APR 2012
- Manuscript Accepted: 21 MAR 2012
- blended learning;
- asynchronous learning;
- synchronous learning;
- dental curriculum;
- student-centred learning;
- self-directed learning
The current study tested the hypothesis that a blended learning curriculum would develop competency in both pre-clinical laboratory and didactic learning with less direct supervision than in a traditional curriculum, and be positively accepted by both the students and the faculty. With the ability to efficiently deliver course material electronically came the ability to blend the traditional delivery of course material with an asynchronous approach involving online lecture presentations and online laboratory demonstrations.
The class was divided into two groups with bench space available to accommodate self-paced learning. All audio-visual and written support materials for both didactic and laboratory procedures were provided to the students at the beginning of the semester on a DVD. These materials included online access through the Blackboard Learning System™.
Students' performance and satisfaction in the course as well as the supporting faculty response to the course were very favourable to the new blended curriculum.
Making use of the technologically advanced environment, the blended curriculum fostered student-focused learning to develop the didactic and laboratory skills necessary for competency in a pre-clinical setting.