On-line video media for continuing professional development in dentistry

• Published in: Computers and education Vol. 39; no. 1; pp. 65 - 98
• Main Authors: Reynolds, Patricia A., Mason, Robin
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.08.2002
• Subjects: Continuing Professional Development; Dental education; Open and distance education; Videoconferencing; Webcasting; Videoconferencing; Dental education; Open and distance education; Continuing Professional Development; Webcasting
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/S0360-1315(02)00026-X

This project investigated the exploitation of on-line video media for the Continuing Professional Development (CPD) of dentists. More specifically it focused on the evolution of the video media from videoconferencing to simple and complex webcasting. The study aimed to establish models of best practice for the use of both videoconferencing and webcasting in the training of dentists. The three phases in the investigation progressed from a single screen presentation to three frame webcasting. • Phase 1 consisted of videoconferencing and one-frame webcasting across the local area network (LAN). • Phase 2 was a two-frame webcast across the LAN. • Phase 3 a three-frame webcast across the Internet. In each phase three different teaching scenarios were compared—the lecture, seminar and one-to-one delivery. The same presenter and teaching material ( Medical Emergencies) were used in each setting. The majority of participants were about to qualify as dental surgeons. A qualitative analysis was employed using questionnaires with a 5-point Likert scale, interviews and observational techniques. In the questionnaire, presentational, technical and educational issues were investigated. What clearly emerged was the very positive reaction towards the video media which were considered a most acceptable mode of delivering CPD (rated very good and good more than 80% of the time). Similarly, the presenter and teaching material scored highly in all phases and scenarios (good to very good, 4–5 on the Likert scale). Videoconferencing was deemed more suitable to special occasions such as major lectures, and webcasting was preferred in a one-to-one setting. Technically, webcasting did not make extra demands on the presenter, audio was more reliable and set up times were minimal compared to videoconferencing. However, sufficient webcasting bandwidth was necessary to prevent web-congestion. ‘Interactivity’ was essential to both recipient and presenter. It was appreciated most in Phase 3 webcasting where the chat box gave time to reflect before responding. A ‘learning line’ was proposed with videoconferencing and webcasting as part of the spectrum between face-to-face and on-line learning, respectively.