Title: Impact of Social Media and Electronic-Learning on Dental Education
Ilser Turkyilmaz, New York University
Niki Haj Hariri (Presenter)
New York University
Objectives: The purpose of this study was to assess the influence of social media and e-learning on academic performance of pre-doctoral students.
Methods: Dental literature was reviewed via PubMed and key search terms were: “Dental Students OR Students AND E-Learning OR Blended Learning.” Articles published within the last 15 years were selected. This search aimed to obtain information about how other academic settings view social media as part of their curriculum.
The survey evaluating student perceptions of influence of online applications/animations on his/her academic performance consists of six five-point Likert scale (1=least influence and 5= most influence) questions and two five-point Likert scale (1=no effect and 5=greatest effect) questions about the effect of the e-learning on student understanding of a topic. Three questions were designated to measure the prevalence of incorporation of e-learning and social media by faculty in their courses based on their age and gender. Two open-ended questions were included to allow students write the name of any applications they may have used in their dental journey and to comment on impact of e-learning on their academic performance.
Results: 255 students (139 females and 116 males) responded to the survey. The average age of the students was 25.8 ± 3.8. 124 (48.6%) students responded that they prefer traditional lecture mixed with online learning while only 46 (18%) students prefer traditional lecture style solely. Based on students’ responses, the top five electronic resources/applications which have enhanced students’ academic performance were as follows: YouTube, Bone Box, Google, Dental Anatomy Master, Lecture Podcasts. The responders made 211 positive and 126 negative comments on the impact of E-learning on their academic performance.
Conclusions: The results of this study suggest that electronic-learning may be used successfully in dental schools’ curriculum to enhance students’ perceptions of fundamental scientific concepts and to enable students apply this knowledge to clinical cases.