Uncovering evidence: Transitioning from face-to-face to online learning.

Background: There is a need for evidence-based choices when integrating innovative teaching technologies into dental hygiene and dentistry education. Examining both the direct and indirect effects of these technologies can help to inform and enhance teaching practices. The aim of this study was to compare traditional lectures with online modules tailored to diverse learning style preferences, exploring how these approaches influence student engagement, retention, and recall. Methods: Second-year dental hygiene and first-year dentistry students were randomly assigned to 1 of 2 teaching conditions (in-person lecture, online lecture) in a common communications course. Baseline measures of content achievement, Edmonds learning style preferences, and comfort levels with learning online and in-person were recorded prior to the lecture using the pre-lecture assessment survey. Students completed post-lecture assessments immediately after the lecture and again 6 months later. Results: Regardless of the teaching condition, students showed significant improvement in their academic performance compared to the baseline measures. Their learning style preferences were found to be linked with higher engagement levels, a sense of accomplishment, and control over their learning environment. Conclusions: Teaching health sciences students presents challenges, especially when transitioning from traditional in-person classes to online learning, which may lack engagement for some. Accommodating diverse learning style preferences is crucial for maximizing technology's benefits in education and enhancing learning outcomes. A blended approach, combining face-to-face and online lectures, can optimize student learning experiences, emphasizing the importance of considering varied preferences in educational strategies, particularly in the post-pandemic era.