Abstract:

Diminishing resources and expectations for higher teaching loads are among the challenges in higher education today, requiring innovative solutions to deliver quality education. The 3-year Bachelor of Oral Health (BOH) program at the University of Adelaide in Australia has undergone significant changes in its delivery format, including an extended clinical year to support the development of work-ready graduates. Consequently the traditional 3-week pre-clinical induction period was reduced to one week, necessitating a creative approach to delivering content. This major change was facilitated by newly co-created e-learning modules and resources, which were accompanied by ‘hands on’ workshops and practical activities conducted over a one week period at the commencement of third year.

The project aimed to engage current final year students in co-creating the induction modules’ design, content and development. Involving students in co-creation and peer instruction has been shown to develop their employability skills, through a deeper and more reflective engagement with the content. Additionally, peers share a similar discourse, allowing for greater understanding.

Another aim of the project was to improve student engagement, knowledge and clinical skills using blended learning – the students worked through interactive e-learning modules (ILM) and additional resources prior to practical application in workshop, simulation and clinical activities. Transferring much of the didactic material to these on-line learning modules allowed additional valuable simulation and clinical experience for students. Furthermore, students have ongoing access to these e-learning resources for remedial and revisionary purposes across the entire year.

The modules were piloted at the start of the 2017 academic year with the current cohort of third year students. At the time, a brief qualitative and quantitative evaluation was conducted using Survey Monkey. Student feedback was sought on the effectiveness, relevance and value of the modules. Students reported a high level of engagement with 96.5% (n=29) completing the modules either ‘mostly’ or ‘completely’. Students also reported a preference for ILMs over lectures, they liked being able to pause and replay videos when desired to make their own notes. The majority (76%) rated the images and videos with peers demonstrating the techniques as ‘most helpful and interesting’, with many commenting on the value of ‘tips and tricks’ provided in a video by their peers. A follow up evaluation will be conducted mid-year to assess how well the online modules prepare students for not only the simulation activities, but for longer term subsequent clinical placements. In addition, the number of times the modules are accessed across the year by students will be a useful metric to evaluate their ongoing value to student learning.

Although the initial impetus for this co-creation initiative was in response to external factors, early outcomes demonstrate tangible educational benefits. It is anticipated that students will demonstrate increased knowledge, skills and confidence prior to practical activities and this will translate to improved clinical performance. Outcomes of the evaluation approach will inform the further refinement of these co-created resources.