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J Dent Educ. 70(12): 1339-1345 2006
© 2006 American Dental Education Association
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Educational Methodologies

Effectiveness of an Electronic Histology Tutorial for First-Year Dental Students and Improvement in "Normalized" Test Scores

Harold Rosenberg, D.D.S.; Jaffer Kermalli, B.Sc.; Eric Freeman, D.D.S., M.Sc.D., Dip.Perio.; Howard Tenenbaum, D.D.S., Dip.Perio., Ph.D., FRCD(C); David Locker, B.D.S., Ph.D.; Howard Cohen, Ph.D., D.D.S.

Key words: computer-aided learning, dental education, electronic histology tutorial, test score normalized ratio

Submitted for publication 12/24/05; accepted 08/28/06

The effectiveness of an electronic histology tutorial (EHT) as a mode of learning was assessed by comparing performance on two term tests for an EHT class of sixty-nine students and five prior classes (n=347) who learned by traditional methods. The aims of this study were to 1) develop and introduce a self-instructional, computer-aided approach to guide student learning in the first-year histology course at the University of Toronto Faculty of Dentistry; 2) evaluate the effectiveness of the self-study electronic histology tutorial by comparing students’ test scores for the EHT group to students’ scores in previous years; and 3) evaluate students’ acceptance of this novel mode of learning by means of a satisfaction questionnaire. The EHT group performed significantly better on both the general histology and oral histology term tests than the five prior control years (p<0.001), yet there were no significant differences in overall GPA between the groups, suggesting that the improvement was specific to the EHT/histology course grades (p=0.1 to 0.47). A statistically significant improvement in performance per unit overall GPA was noted in the test group, which demonstrated an increase in this test score normalized ratio (TSNR) of 3–18 percent in the general histology term test and 7–21 percent in the oral histology term test over the control groups. In addition to determining the effects of the EHT on grade performance, this study sought to evaluate students’ acceptance of this alternative mode of learning in comparison to the standard teaching model by means of a satisfaction questionnaire. Overall, students’ responses to the questionnaire were positive with an overall mean level of agreement for all ten responses of 4.5 out of 5 (90 percent).






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