Journal article
Evaluation of a web-based application versus conventional instruction in the undergraduate curriculum of fixed prosthodontics.
- Ramseier CA Department of Periodontology, School of Dental Medicine, University of Bern, Bern, Switzerland. christoph.ramseier@zmk.unibe.ch
- Ivanovic A
- Woermann U
- Mattheos N
- 2012-10-12
Published in:
- European journal of dental education : official journal of the Association for Dental Education in Europe. - 2012
Cohort Studies
Curriculum
Education, Dental
Educational Measurement
Female
Humans
Internet
Male
Prosthodontics
Statistics, Nonparametric
Textbooks as Topic
Time Management
English
AIMS
The present study aims to investigate the implications of web-based delivery of identical learning content for time efficiency and students' performance, as compared to conventional textbook resources.
MATERIALS AND METHODS
Two cohorts of third year undergraduate dental students in 2003 (n = 35) and 2006 (n = 32) completed the study. Following a baseline pre-test, the students were divided into two groups and given 3 weeks for studying identical content using a web-based application (group A) or a conventional paper manuscript (group B). Post-test, end of semester examination and a final retention test were taken. Test scores and studying time was registered for both cohorts in 2003 and 2006.
RESULTS
Group A and B knowledge gain was highly significant between the average per cent scores from pre-test, post-test and end of semester examination in both cohorts in 2003 and 2006 (P < 0.005). Group A spent 1.6× (2003) to 2.6× (2006) less time studying than group B. The average total studying time recorded for group B was 5.1 h using 6.2 learning sessions in 2003 and 3.5 h using 4.4 sessions in 2006. With group A, significantly less time was measured for studying through web-based content using an average of 2.5 h over 4.4 learning sessions in 2003 and 1.5 h added over three sessions in 2006.
CONCLUSIONS
Web-based delivery of identical content results in less overall studying time as compared to textbook delivery. These results appear independent of the students' own preference of the learning medium.
The present study aims to investigate the implications of web-based delivery of identical learning content for time efficiency and students' performance, as compared to conventional textbook resources.
MATERIALS AND METHODS
Two cohorts of third year undergraduate dental students in 2003 (n = 35) and 2006 (n = 32) completed the study. Following a baseline pre-test, the students were divided into two groups and given 3 weeks for studying identical content using a web-based application (group A) or a conventional paper manuscript (group B). Post-test, end of semester examination and a final retention test were taken. Test scores and studying time was registered for both cohorts in 2003 and 2006.
RESULTS
Group A and B knowledge gain was highly significant between the average per cent scores from pre-test, post-test and end of semester examination in both cohorts in 2003 and 2006 (P < 0.005). Group A spent 1.6× (2003) to 2.6× (2006) less time studying than group B. The average total studying time recorded for group B was 5.1 h using 6.2 learning sessions in 2003 and 3.5 h using 4.4 sessions in 2006. With group A, significantly less time was measured for studying through web-based content using an average of 2.5 h over 4.4 learning sessions in 2003 and 1.5 h added over three sessions in 2006.
CONCLUSIONS
Web-based delivery of identical content results in less overall studying time as compared to textbook delivery. These results appear independent of the students' own preference of the learning medium.
- Language
-
- English
- Open access status
- closed
- Identifiers
-
- DOI 10.1111/j.1600-0579.2012.00748.x
- PMID 23050504
- Persistent URL
- https://sonar.ch/global/documents/1441
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