Journal Article

Effect of multimedia information sequencing on educational outcome in orthodontic training

Medhat Aly, Guy Willems, Wim Van Den Noortgate and Jan Elen

in The European Journal of Orthodontics

Published on behalf of European Orthodontics Society

Volume 34, issue 4, pages 458-465
Published in print August 2012 | ISSN: 0141-5387
Published online July 2011 | e-ISSN: 1460-2210 | DOI: http://dx.doi.org/10.1093/ejo/cjr036
Effect of multimedia information sequencing on educational outcome in orthodontic training

More Like This

Show all results sharing this subject:

  • Restorative Dentistry and Orthodontics

GO

Show Summary Details

Preview

The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05.

At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training.

Journal Article.  4708 words.  Illustrated.

Subjects: Restorative Dentistry and Orthodontics

Full text: subscription required

How to subscribe Recommend to my Librarian

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.