Randomised controlled trial to compare e-Learning with a nutrition training handout for dentists, hygienists and therapists

Stonehouse-Smith, Daniel and Johnson, Ilona 2016. Randomised controlled trial to compare e-Learning with a nutrition training handout for dentists, hygienists and therapists. Presented at: The 42nd Annual ADEE Scientific Meeting Science and the competent dentist an inter-professional perspective, University of Barcelona, 24-26 August 2016. p. 163.

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Abstract

Aim: The purpose of the study was to evaluate the effectiveness of an eLearning package compared with a standard educational nutrition handout in improving knowledge and understanding amongst undergraduate dental professionals. Materials and Methods: The study was a parallel-group randomised controlled trial comparing an interventional eLearning package with a traditional “paper” PDF training handout. The study population was undergraduate dental, hygiene and therapy students in clinical training years at a single School of Dentistry. A paper questionnaire was used to measure baseline and post-intervention knowledge for both groups. A global rating of students’ experience was also measured in the post-intervention questionnaire. Analysis was conducted using SPSS. Results: 126 students completed the baseline questionnaire and 60 students were included in post-study analyses (PDF: n = 31, eLearning: n = 29). There was no statistically significant difference in mean score changes between the PDF and eLearning groups, p = 0.373. No statistically significant difference was found in the global ratings between PDF and eLearning groups, p = 0.288. Moderate positive correlations were found between the time spent accessing the eLearning package and both the post-study questionnaire score, r(27) = 0.488, p = 0.007, and the global rating, r(27) = 0.390, p = 0.037. Conclusions: Training via eLearning package did not enhance nutrition literacy when compared to a traditional PDF handout. Students who enjoyed the eLearning spent more time with the learning material and showed a greater increase in nutrition literacy scores. It is evident that some students enjoy delivery of content via eLearning and this can help learning, but this does not appear to apply to all students. The provision of a variety of learning opportunities may help students to develop nutrition literacy.

Item Type:	Conference or Workshop Item (Poster)
Date Type:	Publication
Status:	Published
Schools:	Dentistry
Last Modified:	07 Jan 2022 02:41
URI:	https://orca.cardiff.ac.uk/id/eprint/109610

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