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The impact of an interactive online module in the annual training and preparedness of staff in the dental programs
The focus of this study was to examine how to design an interactive online module to be used in the annual training and preparedness of dental staff to improve training outcomes if they are unable to attend the annual face-to-face training. The development of the online module is in response to a need identified by the project sponsor. By considering the TPACK framework, there were specific decisions made to ensure an effective and efficient module design. To aid with knowledge retention, engagement and motivation, clear, relevant, and easy to understand content, interactive questions with immediate feedback, video, audio, and text were incorporated. Another consideration was to employ technology which is easy to use and navigate, and is accessible anytime, anywhere on any device.
To recruit participants for the study, an email invitation was sent to 31 staff (7 coordinators, 10 full-time and 14 part-time) on the dental health team. The 10 clinical staff who volunteered completed a pre-module survey, the training module and a post-module survey. Qualitative data was collected from the pre- and post-module surveys.
The data results and feedback demonstrated that the DLR was effective in meeting required learning outcomes of the training. However, they also revealed that although most (80%) participants perceived that the module was well-designed to replace face-to-face interactions, some (20%) felt that it would not replace the face-to-face experience due to their learning preference of “learning by doing” (Survey Respondent, April, 2020), and felt that the module can be used to provide foundational knowledge for a hands-on experience. The data emphasized the importance of tailoring the DLR to user needs and preferences.
Conducting this modified action research was valuable to the researcher because it allowed for an opportunity to obtain feedback from dental staff that would contribute to the development of a better module design for the next cycle in the action research. In addition, the collection of feedback from the dental staff provided opportunities to learn about and directly experience a “research to practice dynamic” (Cumming, Strnadova, & Singh, 2014, p. 171).
Eight recommendations emerged for consideration in the next phase of this work as part of the ongoing action research project, which were (a) list learning outcomes and expectations at the beginning of the module; (b) use clear instructions for easier navigation through the content; (c) use content which is clear, concise, easy to understand and relevant; (d) employ easy-to-use technology that can be integrated into the teaching of content, and is easy to navigate; (e) use multimedia, like videos, audio, graphics appropriately; (f) use interactive questions with immediate feedback; (g) consider the learning needs of the audience; and (h) continue to use an action research lens for this type of project on online modules or virtual courses.
From a training perspective, this study emphasizes the need to further investigate options, such as the use of VR in delivering content that would address the needs of a kinesthetic learner. Another next step in the training of dental staff, would be the addition of other modules such as the use of the fire blanket or eye wash station to the Articulate platform used for this project. Therefore, all required training modules could be accessed on one platform. From here, the next phase in the action research would involve developing training for the students. As a result, the student perspective would be examined to ensure that the design of the module is suitable to their learning needs and preferences, and to ensure the learning outcomes of the module are being met. This will help to align the knowledge among the staff and students in an emergency situation if it were to occur. Lastly, further work in knowledge retention of emergency equipment and protocols for dental staff may be required to ensure proper conduct during an emergency situation three to six months after the interactive online training module was first completed.
Based on the literature reviewed as part of this research study, there appears to be a gap of research conducted in the dental clinical setting. This study can help to ensure calibration in knowledge amongst dental staff regarding safety training in the lab and clinical settings which, in turn, will benefit students and patients that we serve.
Reference:
Cumming, T.M., Strnadova, I., & Singh, S. (2014). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176.