hybrid learning C D A J O U R N A L , V O L 5 0 , Nº 1
Impact of Hybrid Learning on Students’ Performance in Biomedical Sciences During COVID-19 Pandemic Oussama Hefnawi, BS; Xi Chen, DPPD, MPA; and Mahvash Navazesh, DMD
abstract Background: The COVID-19 pandemic forced educators to rapidly adopt hybrid distance-learning instructions. Objective: This study compared in-person to hybrid instructional delivery methods for acquiring biomedical sciences knowledge and critical thinking skills of first- (D1) and second-year (D2) dental students at the Herman Ostrow School of Dentistry of USC fall trimester 2019 through fall 2020. Methods: Participants were coded by instructional methods (in-person versus hybrid). Independent t tests were performed to compare overall biomedical course scores of two consecutive cohorts of students receiving different instructional methods. Chi-square analyses examined the relationship between letter grade distribution and instructional methods. Then, paired t tests further assessed performance of the same cohort of students between instructional methods on three subcomponent exams of course grades: multiple choice question (MCQ), computer-based objective test (COMBOT) and triple jump (T3). A survey on instructional methods was also incorporated. The study design including deidentified grades collection was approved by the Institutional Review Board (IRB). Results: Students’ overall course performance in biomedical sciences in D1 and D2 was similar between the two instructional delivery methods (⍴ [D1] < 0.05, n = 288; ⍴ [D2] < 0.05, n = 284). Student scores on MCQ, COMBOT and T3 exams from hybrid instructions were slightly higher than their scores from in-person instructions (⍴ [MCQ], ⍴ [COMBOT], ⍴ [T3] < 0.0001, n =144). Students (n = 144) preferred taking problem-based learning sessions (94%) and T3 exams (80%) via Zoom or Blackboard over in person.
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