Dental student assessment of learning programmes.

OBJECTIVES: To compare relevance, accessibility, role in the teaching-learning process, and user preference, of identical case-study-based teaching programmes in CAL and booklet format. DESIGN: Questionnaire assessment. SUBJECTS AND SETTING: Dental students at Sheffield Dental School. METHODS: 54 5th-year dental students were self-grouped as computer novice (n = 26) or proficient (n = 23) and sub-groups of 12 randomly selected from each. Half of each sub-group tested the CAL programme first and half the booklet-based programme, with cross-over, after 6 weeks. Assessment of packages was carried out immediately after use, and 2 weeks after completion, a further assessment was made on the basis of preference and value as a teaching medium. RESULTS: All subjects thought both packages relevant to clinical practice and written at an appropriate level, and the majority found the text, illustrations and tasks clear. Both groups competed the CAL package more quickly. Students asked to use such packages in the future,viewing them as support for, rather than replacement of, present teaching. The majority of computer-proficient students preferred CAL, considering it the superior teaching medium. CONCLUSIONS: Both CAL and booklet case-study materials were considered useful in addition to, rather than as a replacement for, other teaching methods. Most considered the CAL superior and preferred it. Nevertheless, while past computer experience determined preference for the format, it did not influence ability to access the medium. Future use of such materials is probably best in relation to preparation for tutorials and clinics. A key role is its availability as a revision aid.