Cohort March 2023: Faculty of Dentistry – Jelena Karan, Xuan Nguyen
Project background
During the pandemic, educators shifted to both synchronous and asynchronous online presentations as a new method of teaching. This passive form of remote learning involved watching or reading material without interaction from peers or the instructor. Students often felt isolated using various online platforms, which caused them to be disengaged and less motivated to learn. This led to less effective information retention and in turn clinical practice.
Project details
Post-COVID-19 teaching has evolved into a more hybrid mode of delivery. As some course sessions benefited from shifting to online formats, there is a need to redesign course material to include interactive learning modules.
By creating active or interactive educational material there are several benefits, including:
- increased student engagement and retention,
- improved critical thinking and problem-solving skills, and
- personalized learning avenues.
Firstly, students are more likely to be engaged by content through actively participating in the learning process. Having opportunities for students to practice and apply their knowledge would lead to greater information retention, and a deeper understanding of the material.
Secondly, students who apply their knowledge in a variety of learning activities, have shown to have improved clinical reasoning, problem solving, and decision-making skills that are crucial in client-centered dental hygiene care.
Lastly, interactive modules have shown to meet the needs of individual learners. Creating curriculum that students can learn at their own pace, on their own time, and focus on areas where they may need additional support, would promote a more positive and supporting learning environment in which student learning can blossom.
Redesigning a section of an omnibus source, which focuses on client care knowledge and theory, would look to augment the Dental Hygiene Process of Care curriculum. Concept-based theory would be delivered apart from application-based lessons, to aid with in-depth understanding of concepts before clinical practice. Learning material would be redesigned to apply active learning modules such as through immersive interactive technology, case studies and simulation-based activities.