Using Asynchronous, Limited-facilitation Case-based Exercises to Enhance Dental Student Learning

Abstract

Case-based learning strategies have been used in education for decades. Studies suggest case-based learning can promote a deeper understanding of material and better retention. However, traditional case-based learning has several disadvantages including increased faculty time requirements and student scheduling challenges. Objectives: The aim of this study is to assess if asynchronous, limited-facilitation cases are a potentially viable method to enhance dental students’ perceived understanding of pediatric dentistry. Methods: 9 novel, distinct clinical cases were created to cover integrated topics including anatomy, physiology, pharmacology, cariology, diagnosis and treatment planning for the pediatric patient. Students enrolled in the pediatric dental clinic were required to take a survey consisting of Likert scale questions prior to completing each case and immediately after the case. The cases were completed during clinic rotations in pediatric dentistry, either alone or in small groups, in PowerPoint slideshow mode. Faculty provided guidance when questions arose. The baseline and immediate post-survey results were summarized and Wilcoxon rank sum tests were used to compare matching questions with a 5% significance level. Results: 120 third year dental students and 109 fourth year dental students participated in at least one case exercise. Baseline survey results showed that the average confidence of the students generally ranged between a 3.5 and a 4.0 on a 5 point scale, although the range of averages was between 2.3 and 4.3 depending on the subject of the question. The Wilcoxon rank sum tests showed that for 58 of the 62 questions there was a statistically significant increase from the baseline survey to the immediate post-exercise survey. 6-month post survey data results are pending. Conclusion: Asynchronous, non-facilitated cases may be beneficial as an adjunct to dental student perceived understanding of integrated dental concepts.