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Mittal P, Jadhav GR, Abdul Kader M M, Al-Qarni MA, Sindi AS, Cicciù M, Minervini G. Undergraduates' comparative assessment, utilizing a structured rubric, of hands-on versus video-supported presentation in class II cavity preparation. Technol Health Care 2024:THC231757. [PMID: 38788102 DOI: 10.3233/thc-231757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/26/2024]
Abstract
BACKGROUND Dental education is considered as a complex, challenging and often stressful educational procedure. Acquisition of psychomotor skills by undergraduate students is an important step in many health professions to become a successful professional. During under graduation, class II cavity preparation exercise is of utmost important in dentistry. OBJECTIVE To compare class II cavities prepared by students after hands-on live demonstration and pre-recorded video demonstration using well-organised evaluation rubrics. METHOD Preclinical dental students (n= 50) were divided into two groups. The students in group I (n= 25) attended a hands-on live demonstration performed by one faculty while students in group II (n= 25) watched a 15-minute pre-recorded procedural video on the projector. Both groups were appealed to prepare class II cavity for amalgam involving disto-occlusal surface of mandibular second molar articulated on jaw model (TRU LON study model, Jayna industries, Ghaziabad U.P., India). Following completion of the preparations, all teeth were collected, and labelled grades of prepared cavities were given according to prespecified rubrics. The data of scores were presented as means and standard deviation. Statistical analysis of data was executed using SPSS software. A paired t-test was used to compare scores between groups. RESULTS The study shows that the video-supported demonstration of a cavity preparation was better than the live hands-on demonstration. A higher mean response for the procedural video group was found compared to the live demonstration group (p= 0.000133). CONCLUSION Pre-recorded video-supported demonstration along with guidance by a tutor may be a viable alternative to hands-on live demonstration in cavity preparation procedures during undergraduate dental training. Moreover, rubric methods can be implemented in the teaching of various preclinical exercises for conservative dentistry and endodontics.
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Affiliation(s)
- Priya Mittal
- Department of Conservative Dentistry and Endodontics, Swargiya Dadasaheb Kalmegh Smruti Dental College & Hospital, Nagpur, India
| | | | - Mohammed Abdul Kader M
- Department of Restorative Dental Science, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Mohammed A Al-Qarni
- Department of Restorative Dental Science, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Abdulelah Sameer Sindi
- Department of Restorative Dental Science, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Marco Cicciù
- Department of Biomedical and Surgical and Biomedical Sciences, Catania University, Catania, Italy
| | - Giuseppe Minervini
- Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences (SIMATS), Saveetha University, Chennai, India
- Multidisciplinary Department of Medical-Surgical and Dental Specialties, University of Campania Luigi Vanvitelli, Naples, Italy
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Tekkol İA, Demirel M. An Investigation of Self-Directed Learning Skills of Undergraduate Students. Front Psychol 2018; 9:2324. [PMID: 30532727 PMCID: PMC6265596 DOI: 10.3389/fpsyg.2018.02324] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2018] [Accepted: 11/06/2018] [Indexed: 11/25/2022] Open
Abstract
The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using “Self-Directed Learning Skills Scale” designed by Aşkin (2015). Moreover, Diker-Coşkun's “Lifelong Learning Tendencies Scale” was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.
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Affiliation(s)
- İlkay Aşkin Tekkol
- Department of Primary Education, Faculty of Education, Kastamonu University, Kastamonu, Turkey
| | - Melek Demirel
- Division of Lifelong Learning and Adult Education, Faculty of Education, Hacettepe University, Ankara, Turkey
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Abstract
The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.
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Affiliation(s)
- Avinash Kumar
- Department of Orthodontics, Al-Badar Dental College and Hospital, Gulbarga, Karnataka, India
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Ludwig B, Bister D, Schott TC, Lisson JA, Hourfar J. Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:20-25. [PMID: 25560366 DOI: 10.1111/eje.12135] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2014] [Indexed: 06/04/2023]
Abstract
AIM Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. METHODS Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. RESULTS Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. CONCLUSIONS Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software.
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Affiliation(s)
- B Ludwig
- Private practice, Traben-Trarbach, Germany
- Department of Orthodontics, University of Homburg/Saar, Homburg/Saar, Germany
| | - D Bister
- Department of Orthodontics, Guy's Hospital, London, UK
| | - T C Schott
- Department of Orthodontics, University of Tuebingen, Tuebingen, Germany
| | - J A Lisson
- Department of Orthodontics, University of Homburg/Saar, Germany
| | - J Hourfar
- Private practice, Reinheim, Germany
- Department of Orthodontics, University of Heidelberg, Heidelberg, Germany
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Nikzad S, Azari A, Mahgoli H, Akhoundi N. Effect of a Procedural Video CD and Study Guide on the Practical Fixed Prosthodontic Performance of Iranian Dental Students. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.3.tb05266.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Sakineh Nikzad
- Department of Fixed Prosthodontics, Faculty of Dentistry; Tehran University of Medical Sciences; Tehran Iran
| | - Abbas Azari
- Department of Removable Prosthodontics, Faculty of Dentistry; Tehran University of Medical Sciences; Tehran Iran
| | - Hosseinali Mahgoli
- Department of Fixed Prosthodontics, Faculty of Dentistry; Tehran University of Medical Sciences; Tehran Iran
| | - Nasrin Akhoundi
- Department of Mathematics; Islamic Azad University; Tehran Iran
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Rosenberg H, Posluns J, Tenenbaum HC, Tompson B, Locker D. Evaluation of computer-aided learning in orthodontics. Am J Orthod Dentofacial Orthop 2010; 138:410-419. [DOI: 10.1016/j.ajodo.2008.11.030] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2008] [Revised: 11/01/2008] [Accepted: 11/01/2008] [Indexed: 10/19/2022]
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Bing J, Pratt-Phillips S, Gillen LA, Farin CE. Undergraduate performance in a domestic animal laboratory taught via distance education. J Anim Sci 2010; 89:297-301. [PMID: 20833763 DOI: 10.2527/jas.2010-3114] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The objective of this study was to determine if laboratory modules of an undergraduate animal anatomy course offered in distance education (DistEd) format were as effective as face-to-face (F2F) format in helping students learn. Students (n = 159) completed an anatomy pretest as well as a presurvey to assess prior DistEd experience. Alternating each week, laboratory topics were presented either as F2F or as virtual DistEd laboratories. Two laboratory examinations were administered and included material from both laboratory formats (DistEd and F2F). Questions from the pretest were also included and used to generate the posttest scores. At the end of the semester, students completed a postsurvey to determine if DistEd was a viable alternative to F2F. Student grades on each examination were compared using an ANOVA model that included main effects of presentation method (DistEd, F2F), semester (fall, spring), and their interaction. Learning was evaluated based on the performances of students on pre- and posttests using unpaired t-tests. There was an increase (P < 0.0001) in anatomy post- vs. pretest scores for both semesters, indicative of student learning, although there was no effect of presentation method (F2F or DistEd). On exam 1, students achieved greater scores in fall 2008 (P < 0.0001) on material presented via DistEd compared with that presented as F2F. However, in spring 2009 students scored better on material presented as F2F. There was no effect of presentation method on exam 2 scores for either semester. Based on the postsurvey, 79.3% of students in fall 2008 and 52% of students from spring 2009 agreed that DistEd laboratories were a viable alternative to F2F laboratories. The results of this study support the conclusion that anatomy material can be taught effectively by distance education methods.
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Affiliation(s)
- J Bing
- Department of Animal Science, North Carolina State University, Raleigh 27695, USA
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Shah R, Cunningham SJ. Implementation of the virtual learning environment into a UK orthodontic training programme: the postgraduate and lecturer perspective. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:223-232. [PMID: 19824959 DOI: 10.1111/j.1600-0579.2009.00579.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The virtual learning environment (VLE) was formally introduced into the orthodontic postgraduate teaching programme at the UCL Eastman Dental Institute in October 2006 with the main role to support the existing didactic teaching. The aim of this study was to establish the programme co-ordinator, lecturer and postgraduate perspective on the introduction of the VLE as an adjunct to other teaching methods. All participants were interviewed utilising open-ended questions to ascertain their response. The interviews were semi-structured and were continued until no new information was elicited. The interviews suggested that the programme co-ordinator, lecturers and the majority of the postgraduates were confident that the VLE could produce a better learning experience. The VLE has a number of advantages and disadvantages, however, there is great potential for the VLE to encourage a constructivist approach to teaching and learning. Moves have been made to align aspects, such as assessment, with the VLE and the rest of the curriculum.
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Affiliation(s)
- R Shah
- Orthodontic Unit, UCL Eastman Dental Institute, London, UK.
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Al-Jewair TS, Azarpazhooh A, Suri S, Shah PS. Computer-Assisted Learning in Orthodontic Education: A Systematic Review and Meta-Analysis. J Dent Educ 2009. [DOI: 10.1002/j.0022-0337.2009.73.6.tb04752.x] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
| | - Amir Azarpazhooh
- Lecturer in Dental Public Health; Researcher with the Community Dental Health Services Research Unit; Faculty of Dentistry; University of Toronto
| | - Sunjay Suri
- Faculty of Dentistry; University of Toronto and Staff Orthodontist; Department of Dentistry; The Hospital for Sick Children in Toronto
| | - Prakesh S. Shah
- Neonatal Intensivist and Clinical Epidemiologist; Mount Sinai Hospital; Departments of Paediatrics and HPME; University of Toronto
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Abstract
OBJECTIVE To evaluate the effectiveness of a web-based multimedia health promotion program for the workplace, designed to help reduce stress and to prevent depression, anxiety, and substance abuse. METHODS Using a randomized controlled trial design, 309 working adults were randomly assigned to the web-based condition or to a wait-list control condition. All participants were assessed on multiple self-reported outcomes at pretest and posttest. RESULTS Relative to controls, the web-based group reduced their stress, increased their knowledge of depression and anxiety, developed more positive attitudes toward treatment, and adopted a more healthy approach to alcohol consumption. CONCLUSIONS We found that a brief and easily adaptable web-based stress management program can simultaneously reduce worker stress and address stigmatized behavioral health problems by embedding this prevention material into a more positive stress management framework.
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Murad MH, Varkey P. Self-directed Learning in Health Professions Education. ANNALS OF THE ACADEMY OF MEDICINE, SINGAPORE 2008. [DOI: 10.47102/annals-acadmedsg.v37n7p580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Abstract
Introduction: Self-directed learning has been recommended as a promising methodology for lifelong learning in medicine. However, the concept of self-directed learning continues to be elusive, with students and educators finding difficulty in defining it and agreeing on its worth.
Methods: In this paper we review the literature of self-directed learning in health professions education and present a framework based on Malcolm Knowles’ key components of self-directed learning.
Results: The key components of self-directed learning are: the educator as a facilitator, identification of learning needs, development of learning objectives, identification of appropriate resources, implementation of the process, commitment to a learning contract and evaluation of learning. Several but not all of these components are often described in the published literature.
Conclusion: Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.
Key words: Independent study, Medical education, Self-assessment, Self-directed learning, Selfeducation
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Affiliation(s)
- M Hassan Murad
- Mayo Clinic College of Medicine, Rochester, Minnesota, USA
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Al-Rawi WT, Jacobs R, Hassan BA, Sanderink G, Scarfe WC. Evaluation of web-based instruction for anatomical interpretation in maxillofacial cone beam computed tomography. Dentomaxillofac Radiol 2007; 36:459-64. [DOI: 10.1259/dmfr/25560514] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023] Open
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Karl M, Graef F, Eitner S, Beck N, Wichmann M, Holst S. Comparison between computer-aided testing and traditional multiple choice: an equivalence study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2007; 11:38-41. [PMID: 17227394 DOI: 10.1111/j.1600-0579.2007.00432.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
AIMS Computer-aided learning (CAL) is a viable alternative to traditional teaching methods. While CAL is used for teaching only, computer-aided testing (CAT) can be applied as a computer-based examination method. The aim of the present study was to compare the performance of undergraduate students in computer-interactive tests and traditional multiple choice tests and to evaluate the influence of question length and language skills on test results. MATERIALS AND METHODS Fifty-two native German-speaking students and five non-native speaking students were randomly assigned to two groups. They were required to answer 20 conventional multiple choice questions and 20 questions using the interactive MobiTed system. An analysis of variance and t-tests (alpha = 0.05) were used to compare scores. RESULTS Non-native speakers scored significantly lower on the interactive test compared with the native speaking students (P = 0.048 for long questions and P = 0.003 for short questions). There were no significant group differences on the conventional multiple choice test (P = 0.052 for long questions and P = 0.089 for short questions). Based on the results of the native speaking students neither test method nor question length had an influence on overall performance. CONCLUSION Interactive multiple choice tests may provide an alternative to written tests, especially when considering time expenditure. Language skills and question length should be taken into account when setting time limits for examination.
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Affiliation(s)
- M Karl
- Department of Prosthodontics, University of Erlangen-Nuremberg, Erlangen, Germany.
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Further development of a versatile computer-assisted learning program for dental education with an exemplifying application on how to logically arrange and mount periapical and bitewing radiographs. Oral Radiol 2006. [DOI: 10.1007/s11282-006-0054-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Rosenberg H, Kermalli J, Freeman E, Tenenbaum H, Locker D, Cohen H. Effectiveness of an Electronic Histology Tutorial for First-Year Dental Students and Improvement in “Normalized” Test Scores. J Dent Educ 2006. [DOI: 10.1002/j.0022-0337.2006.70.12.tb04237.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | | | - Howard Tenenbaum
- Faculty of Dentistry; University of Toronto
- Laboratory Medicine, and Pathobiology; Mount Sinai Hospital
| | - David Locker
- Department of Community of Dentistry, Faculty of Dentistry; University of Toronto
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Rosenberg H, Sander M, Posluns J. The effectiveness of computer-aided learning in teaching orthodontics: A review of the literature. Am J Orthod Dentofacial Orthop 2005; 127:599-605. [PMID: 15877041 DOI: 10.1016/j.ajodo.2004.02.020] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
INTRODUCTION The purposes of this review were to evaluate the effectiveness of computer-aided learning (CAL) in orthodontic education, to make evidence-based recommendations for the use of CAL in orthodontics, and to develop guidelines for conducting comparative trials to evaluate CAL as a mode of learning in orthodontic education. METHODS Medline, the Cochrane Library Database, ERIC, CINAHL, LISA, Psycinfo, and IPA were searched for randomized controlled trials evaluating the effectiveness of CAL in orthodontics. Outcome measures included objectively measured posttest scores on multiple choice, written, or oral tests; performance on a clinical procedure or clinical interview; time spent on CAL programs to learn the material presented; and responses to questionnaires conveying participants' attitudes toward various modes of learning. RESULTS Four randomized controlled trials comparing CAL with conventional teaching fulfilled the inclusion criteria and met the cutoff quality assessment checklist (QAC) score of > or = 8. Each study was assessed for quality by 2 independent reviewers. The validity and strength of the selected studies were assessed by using a QAC for an educational intervention. CONCLUSIONS The controlled trials of CAL in orthodontics that met our QAC cutoff score of 8 were split, with 2 showing that CAL enjoyed a significant advantage over conventional teaching, 1 showing no difference, and 1 showing that the conventional tutorial method was better. More high-quality trials evaluating the effectiveness of CAL in orthodontics are needed. CAL programs in orthodontics elicit mostly positive responses and attitudes from students toward learning.
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Aly M, Elen J, Willems G. Instructional multimedia program versus standard lecture: a comparison of two methods for teaching the undergraduate orthodontic curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2004; 8:43-46. [PMID: 14717690 DOI: 10.1111/j.1600-0579.2004.00315.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
AIM To compare the effectiveness of an interactive multimedia courseware package versus standard lectures regarding knowledge, understanding, and transfer of content, as well as problem-solving skills in orthodontics. METHODS Pre- and post-test assessments of final-year dental students (n = 26), who either used an interactive multimedia courseware package (n = 15) or attended standard lectures (n = 11) on equivalent material of the undergraduate orthodontic curriculum were carried out. Both groups were tested by written and multiple-choice questions covering knowledge, understanding, and application areas in the curriculum. A one-way anova was carried out in order to check statistical difference between the two groups. The P-value was set at 0.05. RESULTS There was no difference in prior knowledge between the groups at baseline. Generally, no significant difference was seen between the two groups in relation to answers to questions about knowledge, understanding, and application in the orthodontic curriculum. However, both groups improved their scores after the course. In one question investigating the extent of understanding the instructional content of the multidisciplinary orthodontic treatment, the multimedia courseware package group scored significantly better. CONCLUSION In this study, the instructional interactive multimedia program was found to be at least as effective as the standard lecture of the orthodontic curriculum for undergraduate training in orthodontics.
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Affiliation(s)
- M Aly
- Department of Orthodontics, School of Dentistry, Oral pathology and Maxillo-facial Surgery, Katholieke Universiteit Leuven, Leuven, Belgium
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