Evaluation of two different teaching concepts in dentistry using computer technology.

Abstract

The common teaching goal of two different phantom head courses was to enable the students to provide an all-ceramic restoration by the means of computer technology. The aim of this study was to compare these two courses with regard to the different educational methods using identical computer software. Undergraduate dental students from a single year were randomly assigned to two different courses. One course was a conventional teacher-centred course [TRAD]. The other course contained problem-based learning (PBL) oriented structured modules [HYBRID]. The students completed an evaluation based on a 25 item seven-point Likert scale. Two independent evaluators assessed the practical work. Differences between TRAD and HYBRID were tested for significance using the Mann-Whitney U-test (at p < or = 0.05). Both courses were rated as demanding. The HYBRID group rated those items significantly better, which focused on course atmosphere and student-teacher relationship. The TRAD group felt that their course was more satisfying. Practical results of the two groups did not differ significantly. Within the limits of the study it was revealed, that the HYBRID group was less satisfied with the own success although the learning conditions were rated better. This could be interpreted in two ways: (1) the PBL oriented course lead the students to more self skepticism to their own work or (2) due to increased intellectual demands and the lack of detailed guidelines the course was felt as more burdening.