title: A comparison of slide/audiotape and Web-based instructional formats for teaching normal intraoral radiographic anatomy.
abstract: OBJECTIVE
  The purpose of this study was to evaluate the relationship between individual learning styles, test performance, and attitudes toward the use of Web-based self-instruction and slide/audiotape self-instruction
  
  
  METHODS
  Participants consisted of 33 junior, first-year dental hygiene students enrolled in a university-based dental hygiene program. A stratified random allocation (by gender, English as a second language, and prior dental experience) and random number table were used to assign participants into one of two groups. Group one studied the mandibular arch using the slide/audiotape format and the maxillary arch using the Web-based format, and group two studied the mandibular arch using the Web-based format and the maxillary arch using the slide/audiotape format. A post-test was taken at the completion of each instructional format. The Kolb Learning Style Inventory was used to assess preferred learning styles, and a written survey was used for instructional format preference. Descriptive analyses, Pearson correlations, and unpaired t-tests were used to analyze the data.
  
  
  RESULTS
  Thirty-one subjects completed the study. By group, no difference in mean post-test performance was seen based on the sequence or order of instructional method (P > 0.05) or by arch (P > 0.05). No difference in post-test performance based on Web-based and slide-tape instructional methods was seen. Predominate learning style did not predict preference of instructional format nor were they correlated with post-test scores. However, almost 70% of all participants reported that they preferred using the Web-based format to the slide/audiotape.
  
  
  CONCLUSIONS
  A variety of learning styles and preferences may be accommodated when substituting Web-based self-instruction for slide/audiotape self-instruction in normal radiographic anatomy.
authors.affiliation: Department of Dental Hygiene, Baltimore College of Dental Surgery, University of Maryland, Baltimore, USA.
authors.forename: Deborah E
authors.initials: DE
authors.lastname: Fleming
authors.forename: Sally M
authors.initials: SM
authors.lastname: Mauriello
authors.forename: Rosemary G
authors.initials: RG
authors.lastname: McKaig
authors.forename: John B
authors.initials: JB
authors.lastname: Ludlow
mesh_terms: D000328:Adult; D001292:Attitude to Computers; D001296:Audiovisual Aids; D003194:Computer-Assisted Instruction / Q000379:methods*; D003756:Dental Hygienists / Q000193:education* / Q000523:psychology* / Q000706:statistics & numerical data; D004497:Education, Dental / Q000379:methods* / Q000706:statistics & numerical data; D004521:Educational Measurement / Q000379:methods / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D020407:Internet; D008297:Male; D009055:Mouth / Q000033:anatomy & histology; D011861:Radiography, Dental