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Khorasanchi M, Hoseinzadeh M, Khadem Rezaeian M, Kazemian A, Moradi A, Sarabadani J. The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction. BMC MEDICAL EDUCATION 2024; 24:583. [PMID: 38807167 PMCID: PMC11134726 DOI: 10.1186/s12909-024-05563-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Accepted: 05/16/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND This study aimed to design and implement a gamified application about the theoretical aspects of laser applications in dentistry and investigate students' satisfaction with their learning experience. METHODS An engaging educational program named Essential Skills and Knowledge in Learning Laser (ESKILLD) was developed to teach laser applications in dentistry. The program comprises two primary components: a "Tutorial and Quiz" section and a "Games" section. Final-year dental students were tasked with installing and using this application. A 29-item validated questionnaire (Cronbach's alpha = 0.97, ICC = 0.94) was used to evaluate students' perceptions of the applications' design and functionality. The influence of participants' gender and Grade Point Average (GPA) on their satisfaction levels was examined via the student t-test and Pearson's correlation, with a significance level of 0.05. RESULTS The study had 56 participants, of which 37 were female (66.07%), and 19 were male (33.92%). The students' average GPA was 15.16 out of 20. The mean rating for ESKILLD's design and functionality was 1.39 ± 0.47 and 1.37 ± 0.46, respectively, signifying a high satisfaction level. Female students rated the application's coherence and learning perception significantly higher than their male counterparts (p < 0.05). However, gender did not significantly influence scores on other perception aspects or overall scores. Students' GPAs and their perception scores did not have a significant correlation. CONCLUSIONS The results indicate that the participants were generally satisfied with the game's features and attitudes towards it, which underscores the potential effectiveness of gamification in dental courses focused on laser applications.
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Affiliation(s)
- Maryam Khorasanchi
- Department of Endodontics, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Melika Hoseinzadeh
- Dentist, Research Assistant, Dental Research Center, Mashhad Dental School, Mashhad University of Medical Sciences, Mashhad, Iran
- Department of Community Oral Health, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Majid Khadem Rezaeian
- Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ali Kazemian
- Department of Community Oral Health, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ali Moradi
- Orthopedic Research Center, Mashhad University of Medical Science, Mashhad, Iran
- Bone and Joint Research Laboratory, Ghaem Hospital, Mashhad University of Medical Science, Mashhad, Iran
| | - Javad Sarabadani
- Oral and Maxillofacial Disease Research Center, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran.
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Lemos M, Wolfart S, Rittich AB. Assessment and evaluation of a serious game for teaching factual knowledge in dental education. BMC MEDICAL EDUCATION 2023; 23:521. [PMID: 37468897 PMCID: PMC10357644 DOI: 10.1186/s12909-023-04498-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 07/04/2023] [Indexed: 07/21/2023]
Abstract
OBJECTIVES A serious game application was developed to train factual knowledge and for self-assessment. The aim of the present study was to compare the effects of a game application (intervention group) or paper scripts (control group) on knowledge acquisition and to evaluate the acceptance of the new application among dental students. METHODS The 4th semester students of the second preclinical prosthodontics course were randomly assigned to one of the two groups (n = 58/51) for two consecutive years. The study was conducted in two phases: First, all participants took a pretest, with the intervention group using the game application and the control group receiving the same set of questions in a paper script. In the second phase, all participants took a post-test. After the post-test, both groups had access to the application for another three weeks. After that, all participants completed standardized questionnaires and a scale to evaluate the usability of the system. Usage statistics were also tracked. Differences between groups were evaluated together and for both years separately in terms of pretest and posttest scores and learning success. RESULTS There was no significant difference between the groups with regard to the posttest and learning success. A significant improvement in knowledge between pretest and posttest (p < 0.05) was demonstrated in both groups. Each student played approximately 350 questions. Participants rated the application with the German school grade "good". Participants appreciated the application and rated it positively. They stated that the game motivated them to learn and that they spent more time with the learning content. CONCLUSION Due to the positive perception achieved through the game, this application is able to motivate students to learn. The learning effect achieved is similar to learning on paper.
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Affiliation(s)
- Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Stefan Wolfart
- Department of Prosthodontics and Biomaterials, RWTH Aachen University Hospital, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Anne Barbara Rittich
- Department of Prosthodontics and Biomaterials, RWTH Aachen University Hospital, Pauwelsstrasse 30, 52074, Aachen, Germany.
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Rosa-Castillo A, García-Pañella O, Roselló-Novella A, Maestre-Gonzalez E, Pulpón-Segura A, Icart-Isern T, Solà-Pola M. The effectiveness of an Instagram-based educational game in a Bachelor of Nursing course: An experimental study. Nurse Educ Pract 2023; 70:103656. [PMID: 37201264 DOI: 10.1016/j.nepr.2023.103656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 04/18/2023] [Accepted: 04/26/2023] [Indexed: 05/20/2023]
Abstract
BACKGROUND Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. METHOD Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020-21 academic year. RESULTS After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. CONCLUSION Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game.
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Affiliation(s)
- Antonio Rosa-Castillo
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | | | - Alba Roselló-Novella
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Elena Maestre-Gonzalez
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Anna Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Teresa Icart-Isern
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
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Zugai JS, Orr F, Levett-Jones T. Online Gamified Quizzes in Undergraduate Mental Health Nursing Education: Thematic Analysis of Students' Qualitative Views. Issues Ment Health Nurs 2022; 43:789-793. [PMID: 35025713 DOI: 10.1080/01612840.2021.2013367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Joel Sebastian Zugai
- School of Nursing and Midwifery, Faculty of Medicine, Nursing and Midwifery and Health Sciences, University of Notre Dame, Darlinghurst, Australia
| | - Fiona Orr
- School of Nursing and Midwifery, Faculty of Medicine, Nursing and Midwifery and Health Sciences, University of Notre Dame, Darlinghurst, Australia
| | - Tracy Levett-Jones
- School of Nursing & Midwifery, Faculty of Health, University of Technology Sydney, Sydney, Australia
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Moussa R, Alghazaly A, Althagafi N, Eshky R, Borzangy S. Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review. Eur J Dent 2022; 16:14-31. [PMID: 34428851 PMCID: PMC8890935 DOI: 10.1055/s-0041-1731837] [Citation(s) in RCA: 43] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.
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Affiliation(s)
- Rania Moussa
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Amira Alghazaly
- Department of Restorative Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Nebras Althagafi
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Rawah Eshky
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Sary Borzangy
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
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Effects of Gamification on the Benefits of Student Response Systems in Learning of Human Anatomy: Three Experimental Studies. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413210. [PMID: 34948818 PMCID: PMC8702114 DOI: 10.3390/ijerph182413210] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Revised: 11/17/2021] [Accepted: 11/22/2021] [Indexed: 11/29/2022]
Abstract
This paper presents three experiments to assess the impact of gamifying an audience response system on the perceptions and educational performance of students. An audience response system called SIDRA (Immediate Audience Response System in Spanish) and two audience response systems with gamification features, R-G-SIDRA (gamified SIDRA with ranking) and RB-G-SIDRA (gamified SIDRA with ranking and badges), were used in a General and Descriptive Human Anatomy course. Students participated in an empirical study. In the academic year 2019–2020, a total of 90 students used RB-G-SIDRA, 90 students employed R-G-SIDRA in the academic year 2018–2019, and 92 students used SIDRA in the academic year 2017–2018. Statistically significant differences were found between final exam grades obtained by using RB-G-SIDRA and SIDRA, U = 39.211 adjusted p = 0.001 and RB-G-SIDRA and R-G-SIDRA U = 31.157 adjusted p = 0.015, thus finding strong evidence with respect to the benefit of the badges used in RB-G-SIDRA. Moreover, in the students’ SIDRA systems scores, statistically significant differences were found between RB-G-SIDRA and SIDRA, U = −90.521 adjusted p < 0.001, and between R-G-SIDRA and SIDRA, U = −87.998 adjusted p < 0.001. Significant correlations between individual and team scores were also found in all of the tests in RB-G-SIDRA and G-SIDRA. The students expressed satisfaction, engagement, and motivation with SIDRA, R-G-SIDRA, and RB-G-SIDRA, thus obtaining a final average assessment of 4.28, 4.61, and 4.47 out of 5, respectively. Students perform better academically with gamified versus non-gamified audience response systems. Findings can be used to build a gamified adaptive learning system.
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van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:683-711. [PMID: 33128662 PMCID: PMC8041684 DOI: 10.1007/s10459-020-10000-3] [Citation(s) in RCA: 140] [Impact Index Per Article: 46.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 10/12/2020] [Indexed: 05/06/2023]
Abstract
Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students' learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.
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Affiliation(s)
- A E J van Gaalen
- Department of Biomedical Sciences of Cells and Systems, Section Anatomy & Medical Physiology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
| | - J Brouwer
- Faculty Behavioural and Social Sciences, Department of Educational Sciences, University of Groningen, Groningen, The Netherlands
| | - J Schönrock-Adema
- Center for Education Development and Research in Health Professions (CEDAR), LEARN, University Medical Center Groningen, University of Groningen, 713AV, Groningen, The Netherlands
| | - T Bouwkamp-Timmer
- Center for Education Development and Research in Health Professions (CEDAR), LEARN, University Medical Center Groningen, University of Groningen, 713AV, Groningen, The Netherlands
| | - A D C Jaarsma
- Center for Education Development and Research in Health Professions (CEDAR), LEARN, University Medical Center Groningen, University of Groningen, 713AV, Groningen, The Netherlands
| | - J R Georgiadis
- Department of Biomedical Sciences of Cells and Systems, Section Anatomy & Medical Physiology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Molina-Torres G, Rodriguez-Arrastia M, Alarcón R, Sánchez-Labraca N, Sánchez-Joya M, Roman P, Requena M. Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study. JMIR Serious Games 2021; 9:e26007. [PMID: 33759800 PMCID: PMC8078054 DOI: 10.2196/26007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 01/07/2021] [Accepted: 02/18/2021] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND University teaching methods are changing, and in response to a classical teacher-centered approach, new methods continue to strengthen knowledge acquisition by involving students more actively in their learning, thus achieving greater motivation and commitment. OBJECTIVE This study aimed to analyze the degree of satisfaction of physiotherapy students who used a board game-based approach, as well as to compare the difference between traditional and gamification teaching methods and their influence on the final evaluation of these students. METHODS A comparative study was conducted. Participants were physiotherapy students who were enrolled in the subject of "physiotherapy in geriatric and adult psychomotricity" (n=59). They were divided into two groups (experimental [n=29] and control [n=30] groups) through convenience sampling. The experimental group received gamification lessons, where the students performed different tests adapted from Party&Co, and the control group received traditional lessons. A total of 16 theoretical lessons were received in both groups. RESULTS The scores in the final examination of the subject were higher in the experimental group (mean 7.53, SD 0.95) than in the control group (mean 6.24, SD 1.34), showing a statistically significant difference between the two groups (P=.001). CONCLUSIONS Overall, the "Physiotherapy Party" game not only stimulated learning and motivated students, but also improved learning outcomes among participants, and the improvements were greater than those among students who received traditional teaching.
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Affiliation(s)
| | - Miguel Rodriguez-Arrastia
- Faculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castellon de la Plana, Spain.,Research Group CYS, Faculty of Health Sciences, Jaume I University, Castellon de la Plana, Spain
| | - Raquel Alarcón
- Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain
| | - Nuria Sánchez-Labraca
- Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain
| | - María Sánchez-Joya
- Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain
| | - Pablo Roman
- Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain.,CTS-451, Health Sciences Research Group, University of Almeria, Almeria, Spain.,Centro de Investigación en Salud (CEINSA), Health Sciences Centre Group, University of Almeria, Almeria, Spain
| | - Mar Requena
- Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain
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Manzano-Nunez R, Ariza F, Rengifo JE, Munoz LE, Gempeler A, Ortega G, García AF. A Scoping Review of Peer Support Writing Groups in Academic Medicine as a Valuable Tool for Physician-Scientists in the Publish or Perish Era. MEDICAL SCIENCE EDUCATOR 2020; 30:1313-1319. [PMID: 34457794 PMCID: PMC8368632 DOI: 10.1007/s40670-020-00983-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
In designing and implementing a peer support writing group for junior researchers at our home institution, we saw an opportunity to advance the understanding of this intervention as a valuable tool for future physician-scientists. We, therefore, performed a scoping literature review of the available literature on peer support writing groups in clinical disciplines to learn what has been described about this topic. We paid specific attention to the characteristics, implementation, and impact of these groups on the academic development of medical/healthcare scientists. We performed a scoping literature review following the conceptual framework proposed by Arksey and O'Malley. We included studies describing the characteristics, implementation, and impact/effects of peer support writing groups in clinical disciplines. All the information extracted was summarized descriptively to chart the available literature on peer support writing groups in clinical disciplines. We identified a total of 369 articles, of which six were finally included. The absolute number of papers published increased considerably after the participation in the peer support writing groups. The subjective comments of the participating individuals highlighted the positive effects of these groups on the academic productivity of attendees. Available information shows a significant increase in the absolute number of publications and a positive perception between individuals participating in peer support writing groups. Stakeholders should implement this strategy in their home academic institutions.
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Affiliation(s)
- Ramiro Manzano-Nunez
- Clinical Research Center, Fundacion Valle del Lili, Carrera 98 #, 18-49 Cali, Colombia
- Department of Surgery, Fundación Valle del Lili, Cali, Colombia
| | - Fredy Ariza
- Department of Anethesia and Perioperative Medicine, Fundacion Valle del Lili, Cali, Colombia
- School of Medicine, Universidad ICESI, Cali, Colombia
- School of Medicine, Universidad del Valle, Cali, Colombia
| | - Javier E. Rengifo
- Department of Emergency Medicine, Fundacion Valle del Lili, Cali, Colombia
| | - Luis E. Munoz
- School of Medicine, Universidad del Valle, Cali, Colombia
| | - Andrés Gempeler
- Clinical Research Center, Fundacion Valle del Lili, Carrera 98 #, 18-49 Cali, Colombia
| | - Gezzer Ortega
- Center for Surgery and Public Health, Department of Surgery, Brigham and Women’s Hospital, Harvard Medical School, Harvard T.H. Chan School of Public Health, Boston, MA USA
| | - Alberto F. García
- Department of Surgery, Fundación Valle del Lili, Cali, Colombia
- School of Medicine, Universidad ICESI, Cali, Colombia
- School of Medicine, Universidad del Valle, Cali, Colombia
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11
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Aboalshamat K, Khayat A, Halwani R, Bitan A, Alansari R. The effects of gamification on antimicrobial resistance knowledge and its relationship to dentistry in Saudi Arabia: a randomized controlled trial. BMC Public Health 2020; 20:680. [PMID: 32404076 PMCID: PMC7222482 DOI: 10.1186/s12889-020-08806-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Accepted: 04/29/2020] [Indexed: 12/05/2022] Open
Abstract
Background Antimicrobial resistance (AMR) has reached alarming levels and is considered to be a worldwide public health problem. One of the most significant factors contributing to the spread of AMR is the lack of proper knowledge about the use of antibiotics, which are being used more frequently in dentistry. Recent studies have found that gamification shows promising results for helping the average person improve their knowledge about health and may also be used to boost knowledge about AMR among the public. This study aimed to assess the effects of gamification on AMR awareness, using a board game to promote knowledge about AMR among the public in Saudi Arabia. Methods Using a single-blinded parallel group randomized controlled trial design, 94 volunteers were recruited and randomized into two groups. The study group received information about AMR by playing a board game, while the control group received the same information given in a conventional lecture. The participants were evaluated three times: (T1) before the intervention, (T2) immediately after the intervention, and (T3) one month after the intervention for follow-up to evaluate their retention of the information. Results Results showed that there were significant improvements (p < 0.05) in knowledge scores for T2 and T3 in comparison to the T1 baseline scores in both groups. However, the knowledge scores also relapsed significantly from T2 to T3 in both groups. Nevertheless, the difference in knowledge score T1 to T3 was significantly higher in the study group in comparison to the control group, and the participants had higher mean scores to use the game as health promotion method. Conclusions Gamification using a board game can significantly improve AMR knowledge, with better retention than conventional lecture. It is a promising method for boosting public knowledge about AMR and its relationship to dentistry. Trial registration ISRCTN registry: ISRCTN15884410 (retrospectively registered 26-October-2019).
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Affiliation(s)
- Khalid Aboalshamat
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia. .,Medicine and Medical Science Research Center, Deanship of Scientific Research, Umm Al-Qura University, Makkah, Saudi Arabia.
| | - Amjad Khayat
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Ragheb Halwani
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Ammar Bitan
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Ryyan Alansari
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
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Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia. Int J Dent 2020; 2020:6839717. [PMID: 32322273 PMCID: PMC7168716 DOI: 10.1155/2020/6839717] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 03/12/2020] [Accepted: 03/23/2020] [Indexed: 11/17/2022] Open
Abstract
The existing dental curriculum is taught at the College of Dentistry since 2002. The aim of this research is to explore the satisfaction levels of faculty members and students with that curriculum. This information will justify a curriculum reformation plan that addresses the aspirations of both faculty members and students. In this cross-sectional study, a two-section survey was prepared. Section 1 investigated the level of satisfaction with the curriculum, and Section 2 sought reasons why participants were satisfied with the curriculum. The questionnaire was electronically mailed to faculty members, interns, and senior students. Data were analyzed to identify patterns and points of disagreement expressed by faculty and students. The overall response rate was 68.7%. The mean standard deviation (SD) score in the study sample from all respondents was 5.0 (+3.0). Faculty significantly registered higher satisfaction than students (mean (SD) = 5.9 (+2.9) and 4.1 (+2.8), P = 0.002). Results of multivariate analysis showed that faculty members were more satisfied with the curriculum than students because they thought the curriculum prepared competent graduates (regression coefficient = 1.76 and 0.69). Teaching staff and students' satisfaction levels with the curriculum were significantly associated with their perception that the curriculum produces competent graduates. Areas with low students' satisfaction levels were related to promotion of engagement with others and development of critical thinking and problem-solving skills. These areas should be the focus of future curriculum reformation to prepare competitive graduates with competences aligned with the recommendations of the Saudi Arabia Qualification Framework and of the international benchmarks.
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Lone M, Vagg T, Theocharopoulos A, Cryan JF, Mckenna JP, Downer EJ, Toulouse A. Development and Assessment of a Three-Dimensional Tooth Morphology Quiz for Dental Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:284-299. [PMID: 30378278 DOI: 10.1002/ase.1815] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 05/21/2018] [Accepted: 06/12/2018] [Indexed: 06/08/2023]
Abstract
Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three-dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross-over study was designed to allow comparison of students' results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students' scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
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Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Tamara Vagg
- Department of Computer Science, University College Cork, Cork, Ireland
| | | | - John F Cryan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Joseph P Mckenna
- Cork University Dental School and Hospital, University College Cork, Cork, Ireland
| | - Eric J Downer
- Discipline of Physiology, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
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Abstract
To determine the effects of gamification on student education, researchers implemented "Kaizen," a software-based knowledge competition, among a first-year class of undergraduate nursing students. Multiple-choice questions were released weekly or biweekly during two rounds of play. Participation was voluntary, and students could play the game using any Web-enabled device. Analyses of data generated from the game included (1) descriptive, (2) logistic regression modeling of factors associated with user attrition, (3) generalized linear mixed model for retention of knowledge, and (4) analysis of variance of final examination performance by play styles. Researchers found a statistically significant increase in the odds of a correct response (odds ratio, 1.8; 95% confidence interval, 1.0-3.4) for a round 1 question repeated in round 2, suggesting retention of knowledge. They also found statistically significant differences in final examination performance among different play styles.To maximize the benefits of gamification, researchers must use the resulting data both to power educational analytics and to inform nurse educators how to enhance student engagement, knowledge retention, and academic performance.
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Affiliation(s)
- Reshma Bharamgoudar
- Department of Medicine; University of Birmingham College of Medical and Dental Sciences; Birmingham UK
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Fadda M, Galimberti E, Fiordelli M, Schulz PJ. Evaluation of a Mobile Phone-Based Intervention to Increase Parents' Knowledge About the Measles-Mumps-Rubella Vaccination and Their Psychological Empowerment: Mixed-Method Approach. JMIR Mhealth Uhealth 2018. [PMID: 29514772 PMCID: PMC5863009 DOI: 10.2196/mhealth.8263] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND There is mixed evidence on the effectiveness of vaccination-related interventions. A major limitation of most intervention studies is that they do not apply randomized controlled trials (RCTs), the method that, over the last 2 decades, has increasingly been considered as the only method to provide proof of the effectiveness of an intervention and, consequently, as the most important instrument in deciding whether to adopt an intervention or not. This study, however, holds that methods other than RCTs also can produce meaningful results. OBJECTIVE The aim of this study was to evaluate 2 mobile phone-based interventions aimed at increasing parents' knowledge of the measles-mumps-rubella (MMR) vaccination (through elements of gamification) and their psychological empowerment (through the use of narratives), respectively. The 2 interventions were part of an RCT. METHODS We conducted 2 studies with the RCT participants: a Web-based survey aimed at assessing their rating of the tool regarding a number of qualities such as usability and usefulness (N=140), and qualitative telephonic interviews to explore participants' experiences with the app (N=60). RESULTS The results of the survey showed that participants receiving the knowledge intervention (alone or together with the empowerment intervention) liked the app significantly better compared with the group that only received the empowerment intervention (F2,137=15.335; P<.001). Parents who were exposed to the empowerment intervention complained that they did not receive useful information but were only invited to make an informed, autonomous MMR vaccination decision. CONCLUSIONS The results suggest that efforts to empower patients should always be accompanied by the provision of factual information. Using a narrative format that promotes parents' identification can be an appropriate strategy, but it should be employed together with the presentation of more points of views and notions regarding, for instance, the risks and benefits of the vaccination at the same time. TRIAL REGISTRATION International Standard Randomized Controlled Trial Number 30768813; http://www.isrctn.com/ ISRCTN30768813 (Archived by WebCite at http://www.webcitation.org/6xOQSJ3w8).
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Affiliation(s)
- Marta Fadda
- Institute of Communication and Health, University of Lugano, Lugano, Switzerland.,Health Ethics and Policy Lab, Department of Health Sciences and Technology, ETH Zurich, Zurich, Switzerland
| | - Elisa Galimberti
- Institute of Communication and Health, University of Lugano, Lugano, Switzerland
| | - Maddalena Fiordelli
- Institute of Communication and Health, University of Lugano, Lugano, Switzerland
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Fadda M, Galimberti E, Fiordelli M, Romanò L, Zanetti A, Schulz PJ. Effectiveness of a smartphone app to increase parents' knowledge and empowerment in the MMR vaccination decision: A randomized controlled trial. Hum Vaccin Immunother 2017; 13:2512-2521. [PMID: 29125783 DOI: 10.1080/21645515.2017.1360456] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023] Open
Abstract
Researchers are trying to build evidence for mhealth effectiveness in various fields. However, no evidence yet is showing the effectiveness of mhealth on parents' attitudes and behavior with regard to recommended vaccination of their children. The aim of this study was to look into the effects of 2 smartphone-based interventions targeting MMR vaccination knowledge and psychological empowerment respectively. The interventions used gamification features and videos in combination with text messages. We conducted a 2x2 between-subject factorial randomized controlled trial (absence/presence of knowledge intervention X absence/presence of empowerment intervention) with parents of young children in Italy. We randomly allocated 201 eligible participants to one of the 4 conditions. Data were collected by questionnaires at baseline and posttest. Primary outcomes were MMR vaccination knowledge, psychological empowerment, risk perception, and preferred decisional role; secondary outcomes included MMR vaccination intention, attitude, confidence, and recommendation intention. A significant gain in vaccination knowledge was reported by all experimental groups compared with the control (F(3,179) = 48.58, p < .000), while only those receiving both interventions reported a significant increase in their psychological empowerment (t(179) = -2.79, p = .006). Participants receiving the intervention targeting knowledge reported significantly higher intention to vaccinate (t(179) = 2.111; p = .03) and higher confidence in the decision (t(179) = 2.76; p = .006) compared with the control group. Parent-centered, gamified mobile interventions aimed at providing parents with vaccination-related information can be used to increase their knowledge, their intention to vaccinate as well as their confidence in the vaccination decision.
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Affiliation(s)
- Marta Fadda
- a Institute of Communication and Health, Faculty of Communication Science , University of Lugano , Lugano , Switzerland
| | - Elisa Galimberti
- a Institute of Communication and Health, Faculty of Communication Science , University of Lugano , Lugano , Switzerland
| | - Maddalena Fiordelli
- a Institute of Communication and Health, Faculty of Communication Science , University of Lugano , Lugano , Switzerland
| | - Luisa Romanò
- b Department of Biomedical Sciences for Health , University of Milan , Milan , Italy
| | - Alessandro Zanetti
- b Department of Biomedical Sciences for Health , University of Milan , Milan , Italy
| | - Peter J Schulz
- a Institute of Communication and Health, Faculty of Communication Science , University of Lugano , Lugano , Switzerland
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