Comparison of  the Effect of Interactive versus Non-interactive Virtual Education on General Physicians Knowledge and Attitude toward Oral Health in Diabetic Patients and Evaluation of their Satisfaction

Zahra Shevidi; Mitra Zolfaghari; Simin Z. Mohebbi

doi:10.18502/jcr.v8i4.11073

Zahra Shevidi Dentistry School, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Mitra Zolfaghari Department of E-Learning in Medical Education, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
Simin Z. Mohebbi Research Center for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran.

DOI: https://doi.org/10.18502/jcr.v8i4.11073

Keywords: virtual learning, interactive education, continuous medical education, knowledge, attitude, satisfaction

Abstract

Introduction: Due to the high prevalence of diabetes in communities and the various oral health complications of this disease, a need for training the physicians treating diabetic patients is felt ؛This study aimed to compare the effect of interactive versus non-interactive virtual education on the knowledge and attitudes of physicians about oral health in diabetic patients and to assess their satisfaction from the programs.

Materials and Methods: The educational intervention was implemented through the online continuous medical education (CME) site of Tehran University of Medical Sciences. Physicians applying to participate in the CME entered in one of the interactive or the non-interactive groups. After the training, the study questionnaires to assess knowledge (7 questions), attitude (8 questions), and backgrounds (6 questions), and physicians' satisfaction (12 questions) with the training in this project, was provided to them through the same site. The analyzes were performed by linear regression test in SPSS version 26.

Results: Totally 57 physicians, 27 in the interactive and 30 people in the non-interactive group participated. The score of knowledge and attitude were not different between the two groups after the intervention. Physicians' satisfaction with interactive education was significantly higher. Physicians' age showed a significant direct association (p < 0.100) and the percentage of diabetic patients examined by learners showed a significant negative association (p = 0.024) with their knowledge score.

Conclusion: Since physicians' satisfaction with interactive education has been significantly higher, it is suggested that this method be used in online CMEs.