ArticleJournal of dental education2026
Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study.
Article in Journal of dental education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Article
- Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study.Journal of dental education · 2026Article
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Authors and funding
2 authors.
Funding
Abstract
objectivesThe objective of this interventional mixed-methods study was to evaluate predoctoral dental students' preferences for different teaching modalities, examine the impact of remote teaching on academic performance, and assess students' well-being.
methodsWe implemented a blended teaching approach for the 19 theoretical lectures of an orthodontics course, combining remote delivery for half of the lectures with in-class sessions for the other half. In total, 51 students participated in the course. To assess learning outcome, the results of a summative course examination comprising 38 multiple-choice questions were analyzed, and performance on questions related to remotely delivered lecture topics were compared with topics presented through in-class lectures. The students' preferences were assessed with a feedback questionnaire and their burnout level with the School Burnout Inventory (SBI-9). The correlation between teaching method of each topic and the corresponding examination results were investigated to identify for a possible association.
resultsWe found that online lectures yielded equally good overall learning outcomes as in-class lectures. Majority of the students favored the blended teaching approach as they considered that inclusion of remote teaching alleviated their study load and increased well-being. The students exhibited levels of exhaustion from schoolwork and feelings of inadequacy that were above the SBI-9 scale average, whereas cynicism toward the value of studies was found to be below the scale average.
conclusionsA blended teaching approach is effective in theoretical orthodontics and preferred by undergraduate students. This study provides insight for educators to enhance educational outcome and student's well-being.
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