Eileen and online resource creation in dental education

UWC Dental FacultyDept, of oral medicine and periodontology

Online resources

Eileen Dhaya 2014

BACKGROUND

• Responsible for training Dental / Oral hygiene students

• Training is done over 5 years / 3 years respectively

• Number of students per class range from approx. 90 - 25 respectively

• The course, I teach is the Preclinical Periodontic Techniques Module to the 2nd year Dental students

• This course involves introducing them to the different instruments and instrumentation skills

• Students have access to a simulator lab for their training

of these skills ( knowledge and practical skills)

INTENDED OUTCOMES

• Dentistry involves precise hand and eye coordination skills which need to be developed before students begin working on patients

• By personalizing video clips, students will be able to view the different dental procedures and instrumentation skills being taught

• These video clips will enhance the students understanding visualization,and comprehension of the different dental procedures

• Blogs to encourage the sharing of knowledge and interaction between the class and educator

THE CHALLENGE

• Students training at the faculty come from very diverse

backgrounds

• Since teaching is done mainly in English, those who are

not fluent in the language are challenged to some extent

• The ability to link the theory with clinical knowledge

can also be a challenge for some

ESTABLISHED PRACTICE

• Teaching is done using

- power points which are loaded on

the LMS and Google drive.

• Simulator Laboratories for the training of dental instrumentation skills( enhances realistic training on phantom patients)

• You tube clippings which are loaded onto Ikamva

and Google drive

AFFORDANCES

• The accessibility of the personalized videos on LMS and Google drive and Blog site

• Procedures can be viewed at all times and at own convenience

• Students are able to access from home

• Blogs encourage students to think in a critical and analytical manner

• Knowledge of theory can be tested via the Blog site and the LMS

INTERVENTION

• Create my own pool of videos and Blog site

• Which are to be made available via the different sites( LMS /Google)

• The use of dropbox and face book via the student reps

• These videos can be made available to other students as well

YOUTUBE VIDEO CLIP DOWNLOADED FROM GOOGLE SEARCH

T

MMY FIRST VIDEO ON THE 2 DIFFERENT SICKLE SCALERS

EFFECTIVE PRACTICE

• Active participation by the students

• Students become more familiar with technology

• Students are given the opportunity to search for further video demonstration to assist them

CONCLUSION

• Teaching and learning – is made fun and easy

• Encourages interaction between students and tutor

• Encourages a better learning and teaching environment

REFERENCES

1. Willcockson I.V and Phelps C (2010). Learning Technologies - Faculty of Health Sciences

2. Gough P and Ringan N. (year unknown) Enhancing student’s dental technology practical skills through the use of video

embedded in mobile device apps

3. Walsh L.J (2010). Use of Simulated Learning Environments in Dentistry and Oral Health Curricula

4. Smith W. et al ( 2012 ).The use of video- clips as a teaching aide

5 . Johnstone J. et al (2010). Digital Kids and Digital Tools: How the use of emergent technologies and digital tools support learning in the 21st

century