Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry.
OBJECTIVE
To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers.


METHODS
Experimental comparison of two groups' learning retention.


METHODS
VDPs and trainers from two regions were assessed by independent researchers.


METHODS
One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews.


RESULTS
Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing.


CONCLUSIONS
Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.
Postcompulsory Education, Institute of Education, Oxford Brookes University, Oxford OX2 9AT.
L
L
Browne
S
S
Mehra
R
R
Rattan
G
G
Thomas
D016251:CD-ROM; D003194:Computer-Assisted Instruction; D004498:Education, Dental, Continuing / Q000379:methods*; D020375:Education, Distance; D006801:Humans; D008611:Mentors / Q000193:education