Assessment of students’ perspective on introduction of “digital dentistry” as self- directed learning module in undergraduate prosthodontics curriculum: A mixed-method study

Abstract

Introduction

Innovative approaches to curriculum design and implementation are critical in meeting the needs of today's students. The present study was undertaken to determine the perspective of students on the introduced module of ‘Digital Dentistry’ along with knowing their self –directed learning abilities.

Methods

The present study was conducted in the Medical University after ethical approval was obtained. Forty volunteers from 3rd and 4th year undergraduates of “Bachelor of Dental Surgery” course were selected and consent form was obtained. A pre-validated questionnaire on self-directed learning (SDLI) was administered to the volunteers to know their SDL abilities. A pre-post-session questionnaire containing feedback questionnaires was prepared, validated and administered before the session. A pre designed module was applied on the volunteers by using SDL session. 2 h duration of First contact session followed by 2 weeks of intersession period, where student went through the shared online/offline study material and visit to the lab under faculty supervision. Outcome assessment was done with 30 MCQ based on the 3 chapters taught in the session. In Second contact session, debriefing by faculty was done and post-module questionnaire was administered. The responses obtained from SDLI, assessment questionnaires and pre-post-module questionnaires were further analyzed statistically.

Results

Student's SDLI score with median value of 77.325 represented a good score, with learning motivation scored highest in SDLI. The total score significantly improved post-intervention, with the mean score increasing from 28.83 (5.43) pre-intervention to 35.35 (4.36) post-intervention.

Conclusion

Significant improvement in knowledge, awareness and perceptions of digital dentistry was seen after the conduct of the session.