Podcast as a complementary pedagogical tool in Endodontics
the perception of undergraduate students
DOI:
https://doi.org/10.30979/revabeno.v24i1.1928Keywords:
Education Dental, Endodontics, WebcastAbstract
This quantitative and observational cross-sectional study aimed to assess the students' perception of podcasts as a pedagogical tool in Endodontics teaching. Students who were enrolled in the seventh semester of Dentistry in 2020/01 (n=30) and who had contact with the project Endocast: Endodontics in a Podcast were individually invited by email to participate in the study. The students responded to an electronic survey about the type of device used, the location where the podcast was accessed, level of satisfaction, the importance of the tool for theoretical and practical learning, frequency of monthly access, understanding of the content, relevance of information, use of the podcast as a complementary learning tool, and accessibility. The answer options in the survey were presented on a 5-point Likert scale. Data was processed and analyzed using descriptive statistics. The response rate obtained was 86.66% (n=26), all respondents reported having listened to the podcast during their studies and 16 (61.53%) used the cell phone as a device to access the tool's content. Regarding the location where they listened to the podcast, 24 (92.3%) reported listening to it at home. In general, the participants evaluated the podcast as important for theoretical learning, they considered it as a facilitator in understanding the content and crucial to complement the theoretical expository classes. The findings of this study suggest that students can benefit from using the podcast as a complementary learning tool.
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