| dc.creator |
Kaki, Gulter Devrim |
|
| dc.creator |
Ozturkcu, Ozlem Surel Karabilgin |
|
| dc.creator |
Kolcu, Mukadder İnci |
|
| dc.date |
2019-12-31T21:00:00Z |
|
| dc.date.accessioned |
2020-10-06T10:14:24Z |
|
| dc.date.available |
2020-10-06T10:14:24Z |
|
| dc.identifier |
562aaf3b-c045-4a67-a8d2-b31c20817269 |
|
| dc.identifier |
10.21815/jde.019.138 |
|
| dc.identifier |
https://avesis.sdu.edu.tr/publication/details/562aaf3b-c045-4a67-a8d2-b31c20817269/oai |
|
| dc.identifier.uri |
http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/60510 |
|
| dc.description |
Continuing professional development (CPD) is needed in endodontics, and distance learning environments and courses may be preferable for CPD. Instructional designs (IDs) have been reported to strongly influence the educational effectiveness of these courses. Four Component Instructional Design (4C-ID) is an ID found to be effective for distance learning. The aim of this study was to evaluate the effectiveness of a distance learning CPD course on regenerative endodontic procedures (REPs) designed with a 4C-ID model. The study was conducted between April 2017 and March 2018 with volunteers from the 2015-16 graduates of Selcuk University's Faculty of Dentistry in Turkey. Pre- and posttests and skill assessment guide were used for assessment. To determine the participants' satisfaction levels, the Satisfaction Scale for e-Learning Process and an open-ended question were used. Of the 86 graduates invited to participate, 79.1% (n=68) responded they would; but the investigators limited the participants to 30, and the first 30 volunteers who had identified a need for REPs CPD were accepted to the course. Four (0.13%) had to drop out during the course, so data from the 26 who completed it were evaluated. The findings showed the difference between pre- and posttest results was significant (p < 0.001). The mean score for psychomotor skills at the end of the course was 99.62 +/- 1.96 out of 100. On the satisfaction scale, the mean score for all participants was 138.5 on a scale from 29=lower satisfaction to 145=greater satisfaction with the e-learning process. At the end of the REPs course, the participants' knowledge levels had increased, and they were able to apply REP steps on a model. These results suggest the 4C-ID was effective in this distance education course in REPs. |
|
| dc.language |
eng |
|
| dc.rights |
info:eu-repo/semantics/closedAccess |
|
| dc.title |
Evaluation of a Distance Education Course Using the 4C-ID Model for Continuing Endodontics Education |
|
| dc.type |
info:eu-repo/semantics/article |
|