Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry

Abstract

Objective: To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers.

Design: Experimental comparison of two groups' learning retention.

Setting: VDPs and trainers from two regions were assessed by independent researchers.

Method: One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews.

Results: Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing.

Conclusions: Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.