Using online periodontal case-based discussions to synchronize theoretical and clinical undergraduate dental education

Background: Clinical experience is important in undergraduate dental education, but (suitable) patients to learn from are often lacking. Online case-based discussions were introduced to overcome patient dependency and to synchronize theoretical with clinical education. Materials and methods: Undergraduate dental students in groups of 5-7 discussed online clinical case reports presenting either minor (2nd year) or complex periodontal pathology (3rd year). Each case consisted of a brief patient history, extra- and intra-oral clinical pictures, periodontal chart, peri-apical and/or orthopantomographic radiographs. Students had to discuss diagnosis and treatment planning. Questionnaires assessed students’ and supervisors’ general appreciation (score on 20), time investment and opinions about organisation, relation case/course content, future planning, learning effect and online environment (5-point Likert scale). A crossover design with 3 tests (pre-test, test in between and post-test) was used to investigate whether the frequency of case introduction (1 case/week vs. 1 case element/week) had an effect on learning. Data was analysed with descriptive statistics (questionnaires) and repeated measures ANOVA (crossover design). Results: Students (n=119) and supervisors (n=9) highly appreciated the exercise. Students reported spending on average 74 minutes/week to read a case, prepare and post messages. Supervisors’ total time investment was 342 minutes/semester to create a case, provide online feedback and to prepare a live-discussion. No significant differences in test-scores were found between the two modalities of case introduction. Conclusion: Online case-based discussions, in conjunction with a theoretical course, are valuable additions to the dental curriculum, especially to reinforce the transition from theory to clinical practice