Virtual versus traditional classroom on facial traumatology learning: Evaluation of medical student's knowledge acquisition and satisfaction

A Morice; E Jablon; C Delevaque; R H Khonsari; A Picard; N Kadlub

doi:10.1016/j.jormas.2020.03.001

Virtual versus traditional classroom on facial traumatology learning: Evaluation of medical student's knowledge acquisition and satisfaction

J Stomatol Oral Maxillofac Surg. 2020 Dec;121(6):642-645. doi: 10.1016/j.jormas.2020.03.001. Epub 2020 Mar 7.

Authors

A Morice¹, E Jablon², C Delevaque², R H Khonsari³, A Picard³, N Kadlub³

Affiliations

¹ Service de chirurgie maxillo-faciale et plastique, Necker enfants malades, AP-HP, 75015 Paris, France; CRMR des malformations rares de la face et de la cavité buccale, AP-HP, 75015 Paris, France; Université Paris Descartes, 75006 Paris, France. Electronic address: annemoriceaertgeerts@gmail.com.
² Université Paris Descartes, 75006 Paris, France; AGIR, université Paris Descartes, 75006 Paris, France.
³ Service de chirurgie maxillo-faciale et plastique, Necker enfants malades, AP-HP, 75015 Paris, France; CRMR des malformations rares de la face et de la cavité buccale, AP-HP, 75015 Paris, France; Université Paris Descartes, 75006 Paris, France.

PMID: 32156674
DOI: 10.1016/j.jormas.2020.03.001

Abstract

Introduction: The high rate of absenteeism in the courses led us to offer virtual classrooms to better meet the expectations of students who may have geographical constraints. The objectives of this study were: to compare student's knowledge acquisition and satisfaction between virtual and traditional face-to-face classroom and to determine potential factors that may correlate with the level of knowledge acquisition following both type of courses.

Methods: Our study included fifth-year medical students attending the course of facial traumatology, who voluntarily participated either in virtual or traditional classroom. Students' knowledge acquisition was evaluated through a multiple-choice questions test. A second questionnaire aimed to determine factors potentially correlated with students' knowledge acquisition and to evaluate their satisfaction. Results of questionnaire n^o 1 were compared between virtual and traditional classroom. Additionally, a correlation study was performed between the results of questionnaire n^o 1 and the factors listed in questionnaire n^o 2.

Results: One hundred thirty-six students participated to the course (virtual: 64, traditional: 72). Knowledge acquisition and concentration level didn't significantly differ between the two groups. Knowledge acquisition was positively correlated with the intensity of study of the course topic prior to the class only in traditional classroom (P<10^-2). The main listed advantage of the virtual classroom was its flexibility particularly for students with geographical constraints (15/28).

Conclusion: Considering there is no noticeable difference in knowledge acquisition between virtual and traditional classroom, we will continue virtual classroom in parallel with traditional classroom and extend it to the other courses of our field.

Keywords: Maxillo-facial traumatology; Medical teaching; Traditional classroom; Virtual classroom.

MeSH terms

Humans
Personal Satisfaction
Students, Medical*
Traumatology*