Thesis
Orthodontic residents' perceptions of their onboarding experience: pilot study
University of Iowa
Master of Science (MS), University of Iowa
Spring 2026
DOI: 10.25820/etd.008535
Abstract
BACKGROUND
Asynchronous learning content has become increasingly popular and has been shown to increase learning outcomes for students. This pilot study within the University of Iowa Orthodontic Department aimed to evaluate orthodontic residents’ perceptions of their onboarding experience with and without the introduction of asynchronous learning content into the curriculum.
METHODS
Fifteen residents (classes of 2024-2026) engaged in the same onboarding experience, whereas five other residents (class of 2027) completed the same onboarding with the addition of asynchronous learning content. Thirteen short, asynchronous videos were created using Camtasia software. After completing onboarding, all 20 residents submitted a survey highlighting areas of strength, weakness, and overall effectiveness. Each resident’s response was then open coded for themes and valence, if applicable.
RESULTS
The fifteen residents rated the overall effectiveness of onboarding before the introduction of asynchronous content as 7.7 out of 10, whereas after the introduction of asynchronous content, the five residents rated onboarding effectiveness as 9 out of 10. Furthermore, the five residents exposed to the short, asynchronous videos would recommend them to future classes but would have preferred to receive them before the residency start date. Emergent themes from all twenty resident responses revealed that the onboarding process is overwhelming with the volume of information presented in a short time frame, but most felt adequately prepared to take clinical records and bond brackets on patients. Although many residents felt equipped to perform early clinical procedures, many had constructive comments for future improvements in the onboarding curriculum.
CONCLUSION
Overall, residents are fairly satisfied with the onboarding training within the Orthodontic Department, but many have suggestions to enhance learning effectiveness. These findings provide an opportunity to restructure the onboarding curriculum to provide a strong foundation of knowledge for future first-year orthodontic residents.
Details
- Title: Subtitle
- Orthodontic residents' perceptions of their onboarding experience: pilot study
- Creators
- Sydney K. Sanchez
- Contributors
- Steven Marshall (Advisor)Kyungsup Shin (Advisor)Brendan Young (Committee Member)Michael A. Callan (Committee Member)Emma Mueldener (Committee Member)Lina M. Moreno Uribe (Committee Member)
- Resource Type
- Thesis
- Degree Awarded
- Master of Science (MS), University of Iowa
- Degree in
- Orthodontics
- Date degree season
- Spring 2026
- DOI
- 10.25820/etd.008535
- Publisher
- University of Iowa
- Number of pages
- ix, 52 pages
- Copyright
- Copyright 2026 Sydney Katherine Sanchez
- Language
- English
- Date submitted
- 02/17/2026
- Description illustrations
- Tables, charts
- Description bibliographic
- Includes bibliographical references (pages 47-52).
- Public Abstract (ETD)
Asynchronous learning, which allows learners to review educational material on their own schedule, is becoming increasingly common in graduate-level education. This pilot study evaluated orthodontic residents’ experiences with the onboarding process in the University of Iowa Orthodontic Department before and after the introduction of short asynchronous learning videos. Twenty residents participated in the study: fifteen completed the traditional onboarding process, and five completed the same onboarding with the addition of pre-recorded instructional videos. After onboarding, residents completed a survey assessing the effectiveness of their training and identifying strengths and weaknesses.
Residents who completed onboarding with asynchronous videos rated the experience more favorably than those who did not, reporting that the videos were helpful and should be included for future classes. Many residents noted that onboarding can feel overwhelming due to the large amount of information presented in a short period. Despite this, most residents felt adequately prepared to perform early clinical procedures, such as taking patient records and bonding orthodontic brackets. Residents also provided constructive feedback to improve the timing and organization of onboarding materials.
Overall, the findings suggest that incorporating asynchronous learning into orthodontic onboarding may improve resident satisfaction and perceived effectiveness of training. These results highlight opportunities to enhance the onboarding curriculum and better support new orthodontic residents as they transition into clinical practice.
- Academic Unit
- Orthodontics
- Record Identifier
- 9985177176402771
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