The Dental Education Technology is an Important & Integral Part of Dental Institute. The training of faculties and Faculty development Programs are essential.

1. Dental Education Technology
for Enhancement in Education
and healthcare
DR VARSHA SUNIL MANEKAR
MDS , FAIMER FELLOW 2017, PHD
PG AND PHD GUIDE
ASSOCIATE PROFESSOR ,
ORAL & MAXILLOFACIAL SURGERY, GDCH,
NAGPUR
FACULTY HSET , AND RESEARCH METHODOLOGY
MUHS, NASHIK.
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2. Objectives
➢Scope of dental education technology (DET)
➢Some existing as well as new T L methods
➢ Some existing as well as new assessment methods
➢E Learning
➢Faculty Development
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3. The educational goals in Dental
education include
Facilitating basic knowledge acquisition,
Improving decision making,
Enhancement of perceptual variation,
Improving skill coordination,
Practicing for rare or critical events,
Learning team training, and
Improving psychomotor skills. 3

4. Didactic lectures (DL)
The gold standard- traditional teaching and learning
practice.
DL depends on the instructor, who teaches large
amounts of information with minimal student
engagement,
typically conducted in an instructor - centered
classroom, centralizing the knowledge, content, and
involvement of students (Cortazzi et al., 2001)
students are exposed to large amounts of information
making it difficult to retain, remember, and interpret
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5. Dental Education
Old World New World
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➢ Transition to Online Learning is an
acceptable and anticipatory change
➢ This change have become essential for
Dentistry

6. Innovative
Teaching –learning
(T-L)methods
Effective
Assessment
Methods
Using Technology
for Education &
Assessment
Additional Skill
Development- like
communication,
counselling
Curriculum
Reforms
Methods of
Quality assurance
Dental Education Technology
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7. Modern Methods of T-L
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Case Based Learning [CBL]
Problem Based Learning[PBL]
Simulation Based Learning [SBL]
Microteaching

8. 8
Early clinical Exposure
Pear assisted Learning
Observational Learning
Ompetancy based education

9. 9
Flipped Classroom
Self Directed Learning
Experiential learning
Small Group Learning

10. 10

11. Miller’s Pyramid
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12. 12
Does the Procedure of Cavity Cutting and Filling
shows how to do Cavity Cutting and Filling
knows How-given a appropriate clinical scenario
knows indication , contraindication, advantages ,
disadvantages and procedure of Cavity Cutting and
Filling
Learner

13. Bloom’s Cognitive domain from Taxonomy of Educational
Objectives Handbook I, as revised by Anderson et al. 2001
Bloom’s taxonomy verbs with
appropriate learning
activities for
high-order cognitive skills
e.g. discuss, interpret,
analyse, apply,compare;
low-order cognitive skills
e.g. list, define, recall,
differentiate.
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15. 15

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19. Assessment methods
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Self assessment
Objective structured clinical examination
(OSCE)
Reflective Diaries , Portfolioes
Clinical grading and feedback
Technology-Enhanced Assessment-
0nline quizzes with Kahoot, Mutimeter
Focused Group Discussion

20. 20
Longitudinal observation
Feedback from patients and other
members
Workplace based assessment
Written examination
Case based discussion
Oral examination

21. The selection of assessment method depends on the purpose of its use,
whether it is for summative or formative or both.
Summative assessment is outcome dependent while formative assessment
relates to in-process evaluation of student’s performance .
Different assessment tool criteria -attributes of an assessment method
1. interpretation and proper use of the results of assessment (validity),
2. consistency of a test taker’s score on an assessment when repeated on
more than one occasion (reliability),
3. learning opportunities delivered through a welldesigned assessment, and
4. feasibility of the assessment method (cost-effectiveness)
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22. most students focus on assessment more hence, it has the power to drive student learning
assessment requirements define the curriculum for most students.
Therefore, assessment tasks can be used by educators to optimize the learning potential of
students by ensuring that these assessments concentrate on critical thinking, self-directed,
and lifelong learning and inspire innovation and creativity in their education.
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24. Technology-Enhanced Assessment
Computerized dental simulator (CDS)
Virtual self-assessment (VSA)
can offer a potential alternative feedback and assessment tools
can enhance student’s learning and self-assessment experiences
a valuable perspective that is not offered by conventional assessments.
MOHAMED EL-KISHAWI. RETHINKING ASSESSMENT CONCEPTS IN
DENTAL EDUCATION
INTERNATIONAL JOURNAL OF DENTISTRY VOLUME 2020, ARTICLE ID
8672303,
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25. Computerized dental simulator (CDS)
allows for the manipulation of the 3D model by means of rotating
and zooming, which simulates everyday technology and games,
as clinical work can be viewed in different angles.
It can also provide automated and immediate assessment
along with the conventional typodont simulation systems provide
enhanced spatial awareness and fine-motor coordination and
enrich the depth and auditory perception.
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26. Computerized dental simulator (CDS) …
can enhance psychomotor skill performance and improve the
assessment accuracy of these skills .
Using psychometric tests can help demonstrate the growth of
specific sets of skills amongst students that may not be
recognized through traditional assessment methods.
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27. Virtual self-assessment (VSA)
can provide a significant learning opportunity that enables
students to accurately and effectively carry out self-assessment
Excellent interrater reliability and correlation
use of VSA software to assess student’s skills was found to
provide feedback that was both reliable and repeatable.
E4D Compare, prepCheck, Computer Aided Design, Computer
Aided Manufacturing (CAD CAM), Cavity Preparation Skill
Evaluation System (CPSES), CEREC Omnicam, and DentSim
were among the commonly reported VSA systems
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29. Online learning
SYNCHRONOUS ONLINE
LEARNING- LIVE
1. MicroSoft teams
2. Google meet
3. Zoom
4. Peardeck
5. Nearpod
6. Poll everywhere
ASYNCHRONOUS ONLINE LEARNING-
SELF DIRECTED LEARNING
Logically organised Visual presentation by
creating videos (Movenote, Moovly),
podcasts (Audacity, Podbean), narrative
PowerPoint presentations or other
multimedia.
External source like you tube
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30. Recent literature suggests that participation in collaborative online activities has a positive
effect on student performance
High-order cognitive skills are best addressed with collaborative approaches which support
reflection and discussion,
low-order cognitive skills which are focused on factual and procedural knowledge, are more
suited to self-directed learning modalities
The Cambridge Education Group Pedagogic Framework (CEG, 2018)
➢based on the Course Design Sprint (CoDesignS) Framework
➢ a pedagogic method for designing and developing online learning activities,
➢founded by the University of Liverpool and Imperial College London
LEWIS C
MEDEDPUBLISH
HTTPS://DOI.ORG/10.15694/MEP.2020.000246
.1
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31. LEWIS C
MEDEDPUBLISH
HTTPS://DOI.ORG/10.15694/
MEP.2020.000246.1
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32. Take home massege
The transition to online learning requires rapid adjustments to
our teaching, learning and assessment processes.
There is a need for simple and practical methods for the
efficient design of robust online learning and teaching activities
in healthcare education.
Educators in health professions must improve their knowledge
and skills in e-learning technologies and practices.
LEWIS C
MEDEDPUBLISH
HTTPS://DOI.ORG/10.15694/MEP.2020.000246.1
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33. Online modules
Time-consuming to set-up,
need to be maintained and updated for subsequent teaching.
Initial challenge is familiarity with the virtual learning environment (VLE), the use of the
quiz and questionnaire tools and navigating online video software.
It is no substitute for practical, ‘hands-on’ experience,
LEWIS C
MEDEDPUBLISH
HTTPS://DOI.ORG/10.15694/MEP.2020.000246.1 33

34. Although Difficult to Develop and master, once Developed and Mastered –
➢ afford flexibility for application elsewhere,
➢are essential skills for academics
➢ use for Coordination of staff for departmental discussion and evaluation
➢ use of online video conferencing.
➢it allows for a structured approach in designing online learning both theoretically and
practically,
➢ also support academic progression through alignment with educational promotion domains.
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36. Other aspects of DET
Skills in communication, counselling, patient
education
Curriculum reforms
Methods of quality assurance e.g., NAC
accreditation
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37. Developing Faculty for DET
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40. MUHS
Establishing active DET ( Health science
education technology) cell
Basic course on Health care education
technology(HSET)
Advance courses on HSET
Certificate course of HSET
EDUCATIONAL RESEARCH
Conduct research – Qualitative type
Present in conferences
Publish research
Report to stake holders
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41. Advances……..
FAIMER fellowship- Foundation for Advancement of International Medical Education and
Research fellowship at regional centres / Philadelphia
MSc in medical education and research
Faculty of HSET at MUHS, various HSET conferences
Faculty at FAIMER regional Centres or at FAIMER , Philadelphia
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42. Building CV for HSET
Participate and get certification for HSET courses basic and advance
Attend workshops for detailed learning like qualitative studies, communication skills , training of
trainers (TOT)
Conduct educational research, involve your stake holders, colleagues and juniors
Present, and publish your research
Take part and lead in HSET (DET) unit of your institute
Learn about DET from where ever possible
Improve yourself to become faculty
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43. HSET in Dentistry for Enhancement in
Education and Healthcare
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DET
Training of
faculties
Improved
teaching
Learning
techniques
Improved
and active
learning by
students
Improved
clinical skill
by
students
Highly
Skilled
Dentists
Better
Health
Care

44. Thank You
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References
1) Internet
2) Literature of Education
Technology