Objectives: This project evaluated a 3-month online induction programme developed by King's Health Partners for newly employed Dental Surgery Assistants (DSAs, the role associated with Dental Nurses in the UK) in the Dental Institute of AIMST (Asian Institute of Medicine, Science and Technology) University, Malaysia. The aim was to:

• position the online training programme in relation to existing literature on dental nurse training and technology enhanced learning

• evaluate the associated online course in a number of areas: suitability for the target population, study time required, learner satisfaction and perceptions of stakeholders: managers, tutors and learners.

Methods: Data were gathered from pre and post–course questionnaires, interviews, participation records and grade records of AIMST students undertaking the induction course. Each student completed an online pre-course questionnaire to assess their experience of Virtual Learning Environments (VLEs), prior knowledge of Dental Surgery Assisting and English Language skills. Throughout the course learning was assessed using online quizzes, whereas, participation was monitored using the VLE features.

McNamara and Field (2007, pg 87) highlighted the impact of reflection as a learning tool. In this course, the learner's ability to provide effective chairside support was measured using the workplace log, which records the type of experiences the learner has undertaken in the clinical environment, allows them to reflect on their own performance and is assessed locally by the course tutor.

Results: The pass rate for the online course was high at 92.3%. The evaluation indicated that the course design and delivery met the needs of the learners, tutors and the Institute but support from local tutors must be enhanced to combat any language barriers.

Conclusion: The findings have confirmed that the programme was a pedagogically effective and suitable method of training in terms of outcomes, study time spent, learner satisfaction and perceptions of all involved.