Enhancing learning in an online oral epidemiology and statistics course

Abstract

BACKGROUND: Students in the Faculty of Dentistry at the University of British Columbia have articulated challenges in understanding learning objectives in their oral epidemiology and statistics course. This study aimed to measure the impact of a course renewal intended to enhance student learning. Examples of educational interventions included providing more time for activities, increasing student interactivity, and integrating more hands-on applicable exercises using statistical software. METHODS: An online mixed-methods survey using a 5-point Likert scale and open-ended questions was distributed to 43 dental hygiene students before the course renewal and again to a second cohort of 43 students after course revisions. The survey asked students to rank their levels of challenge and self-confidence in learning 23 of the course objectives throughout each academic year. Four semi-structured interviews were also conducted with faculty and staff members involved in teaching or coordinating this course to understand their experiences after the course revisions. RESULTS: Response rates were 32 to 57. After the course renewal, the extent to which students in the entry-to-practice cohort felt extremely challenged to learn each objective was significantly reduced (25 vs. 3, p < 0.001), and students' self-confidence scores significantly increased (12 vs. 30, p < 0.001).The changes on the challenge and confidence scores in the degree-completion cohort were not statistically significant (23 vs. 24 and 31 vs. 36, respectively). Student satisfaction levels increased in all 6 categories measured. CONCLUSION: Providing students with more time to absorb their learning, increasing interactivity, offering timely feedback, and integrating applicable exercises using statistical software resulted in an enhanced learning environment.