European journal of dental education : official journal of the Association for Dental Education in Europe · 2025
Designing a Fully Online Work-Integrated Learning Module for Craniofacial Orthodontics.
СтатьяНазвание и аннотация: Перевод в очереди
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Ghabrial Emad, van Wyk Mari, Postma Thomas Corné
Аннотация
INTRODUCTION: Research has found that orthodontists often lack the knowledge and confidence to engage in craniofacial orthodontics, such as treating cleft-lip and palate patients. This gap highlights the need for an educational strategy that enhances skills transfer in this sub-speciality. This study explores the design considerations for developing a fully online, work-integrated learning module tailored to this need.
MATERIALS AND METHODS: The research adopts a case study approach, guided by design thinking as the overarching conceptual model combined with a range of data collection strategies. Following the first three stages of design thinking, a thematic analysis was conducted, similar to the novel six-step process for conceptual model development in qualitative research, to identify the needs of educators and students engaged in orthodontic qualifications or certified examinations.
RESULTS: Five key themes emerged through this process, forming the basis for a problem statement and module definition. Building on these insights, five theoretical constructs were developed, providing a conceptual framework for designing a fully online, work-integrated learning module.
DISCUSSION: Using this framework, we addressed the identified needs while ensuring alignment with best practices. The next phase of this research will involve prototyping and testing the module with a cohort of students.
CONCLUSION: The success of this model has the potential to extend beyond craniofacial orthodontics, offering valuable applications to other medical and dental specialities.
MATERIALS AND METHODS: The research adopts a case study approach, guided by design thinking as the overarching conceptual model combined with a range of data collection strategies. Following the first three stages of design thinking, a thematic analysis was conducted, similar to the novel six-step process for conceptual model development in qualitative research, to identify the needs of educators and students engaged in orthodontic qualifications or certified examinations.
RESULTS: Five key themes emerged through this process, forming the basis for a problem statement and module definition. Building on these insights, five theoretical constructs were developed, providing a conceptual framework for designing a fully online, work-integrated learning module.
DISCUSSION: Using this framework, we addressed the identified needs while ensuring alignment with best practices. The next phase of this research will involve prototyping and testing the module with a cohort of students.
CONCLUSION: The success of this model has the potential to extend beyond craniofacial orthodontics, offering valuable applications to other medical and dental specialities.