Collaborating and Teaching a Synchronous, Multi-University, Virtual Course: Health Policy and Access to Dental Care
Journal of Dental Education
In response to COVID-19, dental educators have been tasked with maintaining the quality of education while reducing cost, increasing efficiency, and leveraging technology.
This collaborative, multisite virtual health policy course used the Staged Self-Directed Learning Model (SSDL) to lead a diverse group of students studying health policy. Twelve Core sessions were offered with three additional sessions in August or December for a total of 15 total synchronous Zoom sessions that covered policy issues on supply, demand, and need for dental care.
Twenty-eight students, seven lead instructors, and two course directors from six schools reported positive feedback on the course format, use of technology and the SSDL model, and breadth of topics presented. Participation by universities in four states with differing health policies stimulated virtual classroom discussions.
In conclusion, collaborative interinstitutional virtual teaching and learning is cost effective, efficient, and engaging for students. This model has the potential to continue even when institutions are no longer affected by COVID-19.
collaborative learning, curriculum innovation, dental care access, dental care systems, educational technology, health policy, interdisciplinary placement, teaching methods
Kennedy E, White BA, Weintraub JA, Moss ME, Jordan SL, Quick KK, Ticku S, Huang B, Douglass C. Collaborating and Teaching a Synchronous, Multi-University, Virtual Course: Health Policy and Access to Dental Care. Journal of Dental Education. 2021; 85(9). doi: 10.1002/jdd.12650.