Margaret Wandera, David Ciesla, Aisha Sekalala, Arabat Kasangaki, Moses Isyagi, Divesh Sardana
{"title":"Bridging Dental Education Gaps in Uganda through Blended Learning: A Qualitative Study.","authors":"Margaret Wandera, David Ciesla, Aisha Sekalala, Arabat Kasangaki, Moses Isyagi, Divesh Sardana","doi":"10.1002/jdd.70036","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Uganda faces significant oral health workforce shortages, limiting access to dental care. The Uganda Christian University School of Dentistry (UCUSoD) implemented a blended learning approach to enhance dental education by integrating online training. This qualitative study assesses the feasibility and effectiveness of hybrid learning in improving students' knowledge and preparedness for clinical practice.</p><p><strong>Methods: </strong>A six-part virtual pediatric dentistry seminar series was delivered in collaboration with Health Volunteers Overseas (HVO) in July 2022. Fourth-year dental students participated in lectures from international educators, followed by live Q&A sessions. Pre- and post-seminar surveys assessed students' perceptions, knowledge gain, and engagement. In addition, focus group discussions were conducted with students and faculty to evaluate the program's strengths, challenges, and areas for improvement.</p><p><strong>Results: </strong>Students reported increased confidence and knowledge in pediatric dentistry and expressed a strong interest in specialization. Students valued engaging with global experts and learning advanced pediatric techniques through a structured format and the ability to revisit recorded lectures for deeper learning. Faculty highlighted the benefits of hybrid education in addressing faculty shortages, expanding curriculum content, and aligning training with global standards. Faculty emphasized the potential of blended learning to enhance educational outcomes and support long-term capacity building in Uganda's dental workforce.</p><p><strong>Conclusions: </strong>Blended learning offers a promising model for strengthening dental education in resource-limited settings. Strategic investments in technology, faculty development, and hands-on training are essential to maximize its impact. Expanding international collaborations and refining hybrid learning strategies can enhance Uganda's oral health workforce capacity and improve patient care.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Dental Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1002/jdd.70036","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Uganda faces significant oral health workforce shortages, limiting access to dental care. The Uganda Christian University School of Dentistry (UCUSoD) implemented a blended learning approach to enhance dental education by integrating online training. This qualitative study assesses the feasibility and effectiveness of hybrid learning in improving students' knowledge and preparedness for clinical practice.
Methods: A six-part virtual pediatric dentistry seminar series was delivered in collaboration with Health Volunteers Overseas (HVO) in July 2022. Fourth-year dental students participated in lectures from international educators, followed by live Q&A sessions. Pre- and post-seminar surveys assessed students' perceptions, knowledge gain, and engagement. In addition, focus group discussions were conducted with students and faculty to evaluate the program's strengths, challenges, and areas for improvement.
Results: Students reported increased confidence and knowledge in pediatric dentistry and expressed a strong interest in specialization. Students valued engaging with global experts and learning advanced pediatric techniques through a structured format and the ability to revisit recorded lectures for deeper learning. Faculty highlighted the benefits of hybrid education in addressing faculty shortages, expanding curriculum content, and aligning training with global standards. Faculty emphasized the potential of blended learning to enhance educational outcomes and support long-term capacity building in Uganda's dental workforce.
Conclusions: Blended learning offers a promising model for strengthening dental education in resource-limited settings. Strategic investments in technology, faculty development, and hands-on training are essential to maximize its impact. Expanding international collaborations and refining hybrid learning strategies can enhance Uganda's oral health workforce capacity and improve patient care.
期刊介绍：
The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
