Formative e-assessment improves performance in dental education

Aim of the study: The purpose of this study was to investigate whether the integration of web-based learning in the form of e-seminars in dental education leads to improved student performance. Methods: In the second semester of the clinical component of dental school, conventional seminars requiring attendance were replaced by e-seminars as part of the dental conservation course. In the control cohort, the theoretical teaching content was taught in the form of lectures as part of the conventional seminar; in the test cohort, this was done via guided self-study and e-seminars. The use of the e-seminars was evaluated with the help of a self--designed questionnaire. To investigate the learning effect, the results of the final exam of two consecutive years were compared. Results: Student acceptance of the e-seminars was positive. Students who attended the e-seminars achieved significantly better results on the final exam than those who attended conventional seminars. Conclusion: E-seminars are an innovative and timely addition to traditional classroom instruction. They can help improve performance while making time management more flexible. They can lead to the relief of teachers and learners and simultaneously to the increase of the education quality. Keywords: dentistry, e-seminars, evaluation, formative e-assessment, gender