A standard Edinburgh Dental Institute feedback questionnaire was completed by 1st year students attending the summer school in 2014 (17 students). The questionnaire asked students to score each taught session on a 1 to 5 scale (1= very poor, 2= poor, 3 = average, 4 = good, 5 = very good). Their responses were analysed to provide a cumulative average score for every taught session and key student comments were also recorded. The data was used to implement changes to the 2015 summer school. Students attending the 2015 summer school were given the same feedback questionnaire to assess the effectiveness of the changes made. 

• Student responses indicated a high satisfaction score
• The Royal College of Surgeons discussion day returned the lowest average score for the 2014 summer school (though still averaged good)
• Based on the 2014 feedback requests, the main change made for the 2015 summer school was the introduction of occlusion. Students do not
• cover this module until later in the year
• Despite students providing positive feedback, their comments indicate a preference for practical teaching during the summer school
• There was also a voiced preference to have more preparation content in the week leading up to the summer school delivered via the virtural learning environment. 

• This pilot study assessed student satisfaction of hands on summer school
• Overall, students were satisfied with the summer school Implementing changes in response to feedback is essential in the continued development of a course
• Future work will look what additional skills students gain from attending the summer school and how this influences their performance over the remainder of the course. 

• Jen Allison - Adminstrator for the MSc in Primary Dental Care
• Jacqueline Aim - eLearning Development Team, The University of Edinburgh
• Stuart Brett - eLearning Development Team, The University of Edinburgh

Glogowska M. Young P. Lockyer L. Moule P. (2011) How ‘blended’ is blended learning?: students’ perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CDP) health care context. Nurse Educ Today. Nov; 31(8): 887-91.