| Sumario: | During the COVID-19 pandemic, educators moved their lectures online, yet passive teaching methods resulted in student disengagement. In response, course materials were redesigned to support a hybrid teaching approach, with interactive modules geared towards increasing engagement and critical thinking and enhancing personalized learning. This study aimed to assess the effectiveness of newly developed interactive preclinical learning modules in enhancing student engagement and knowledge retention in the Dental Hygiene Degree Program (DHDP) at The University of British Columbia (UBC). A pre/post-study design evaluated the impact of an interactive curriculum on second-year DHDP students. Data from 2 cohorts, before (2023) and after (2024) module implementation, were compared. Interactive modules were designed using the Universal Design for Learning principles and H5P for interactive multimedia. The study examined changes in students' knowledge retention and engagement and overall learning experiences. This project was approved by UBC's Behavioural Research Ethics Board (H23-01154). Prevalidated surveys using UBC's Qualtrics Survey tool assessed dental hygiene students' online course satisfaction using a 5-point Likert scale across 32 variables. In 2023, 12.5% rated online learning as poor, with 50% of students expressing dissatisfaction with online learning compared to face-to-face. However, 50% of the 2024 cohort rated the enhanced learning modules as good, with 6.3% rating them as excellent. Interestingly, participants aged 20 years and older tended to rate the interactive modules higher (p = 0.0308), emphasizing the importance of frequent participation in online learning (p = 0.0150). Cohort differences were observed in readiness for hands-on training, with the 2024 cohort demonstrating higher levels of agreement. Additionally, both cohorts valued realistic scenarios and faculty interaction in synchronous sessions. Students prefer interactive multimedia modules for increased engagement and application of knowledge in preparation for clinical practice. Findings underscore the need to adapt teaching methods to cater to diverse learner preferences and the evolving landscape of online education.
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