An article published in the latest issue of the American Dental
Education Association's (ADEA) scholarly publication, the Journal
of Dental Education (JDE), reports on the increasing use
of lecture recordings in dental schools and the need to establish a
system of common guidelines to effectively incorporate lecture recording
into the classroom.
The JDE article, "Use of Lecture Recordings in Dental Education:
Assessment of Status Quo and Recommendations," by Zsuzsa Horvath, Ph.D.,
and co-authors, presents the findings of a dental school survey designed
to gauge the effects of lecture recordings on teaching and learning and
the policies in place for implementing this practice. The authors
developed the questionnaire and distributed it to all North American
dental schools. Of the 45 that responded, 28 schools reported
participating in lecture recording and, therefore, these schools were
used as the study's sample.
The study found that dental schools have implemented lecture recording
practices mostly in response to high student demand. Although there is
little research to establish a link between lecture recordings and
higher student achievement, students prefer to have the recordings
available for review before an exam.
According to one of the authors, Heiko Spallek, D.M.D., Ph.D., M.S.B.A.,
"While there is overwhelming evidence that students perceive
lecture recording as a support tool that positively affects learning,
there seems to be little or no evidence that it actually does. Many
critics argue that replacing face-to-face lectures with watching a
lecture on a screen might impede learning, but they have no evidence for
that assertion either."
While there is a fear that lecture recordings might lead to lower class
attendance, most schools responded that they have not needed to change
their attendance policies to prevent this potential problem, although
several of them already require mandatory attendance.
In addition, a substantial number of the responding schools reported
that lecture recording has led to changes in teaching at their
institutions. A few of these changes include altering lecture formats,
emphasizing case and problem integration, including more video,
transitioning from slides to PowerPoint and having the students view or
listen to the lecture before class.
In response to the potential for lecture recording to change teaching,
the authors suggest that assigning the lectures as homework could free
up class time for activities that promote student-centered learning and
higher-level thinking skills, but they also note the difficulty of
fitting the lectures into dental students' already heavy workload.
Access the full article at www.jdentaled.org.
To learn more about the ADEA Journal of Dental Education, visit www.adea.org/jde.
About the American Dental Education Association
American Dental Education Association (ADEA) is the voice of dental
education. Its members include all U.S. and Canadian dental schools and
many allied and advanced dental education programs, corporations,
faculty and students. The mission of ADEA is to lead individuals and
institutions of the dental education community to address contemporary
issues influencing education, research and the delivery of oral health
care for the health of the public. ADEA's activities encompass a wide
range of research, advocacy, faculty development, meetings and
communications like the esteemed Journal of Dental Education, as
well as the admissions services AADSAS, PASS, DHCAS and CAAPID. For more
information, visit www.adea.org.
American Dental Education Association
Kellie Bove, 202-289-7201