New teaching model in dental education

Background: This research explores the use of a blended course design to address the needs of working adult learners in an highly specialised dental program course that require a strong coordination between theoretical and practical activities. Through lessons on theory and hands-on participation activities the Masters course aims to help the participants acquire specific proficiency and clinical experience in laser wavelengths principally used in dentistry. The program combines face-to-face seminars, theoretical teaching, and live operations on patients performed by participants under the guidance and supervision of teachers. In addition to a traditional classroom learning situation, there are audio/video recordings of the lessons available for online access. Summary of work: The purpose of this descriptive study was to examine the perceptions of faculty and students utilizing a hybrid course design. Summary of results: A sample of 30 students and 14 faculty members were surveyed to determine their perceptions of the hybrid course design. The survey addressed four primary areas including course design and content, interaction/collaboration, assessment, and overall learner and faculty perceptions. Conclusions: The results of the study show that, as a whole, faculty and students perceive the blended course design is an effective means of delivering the highly specialised course content. Take-home messages: Findings from this study would be useful for those who teach or those who are considering teaching highly specialised medical courses utilizing a hybrid course design.