Designing a Fully Online Work-Integrated Learning Module for Craniofacial Orthodontics.

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.