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Baik KM. Digital evaluation of occlusal reduction of metal crown preparations in students in the COVID-19 era: A cross-sectional study. Saudi Dent J 2023; 35:1023-1028. [PMID: 38107048 PMCID: PMC10724357 DOI: 10.1016/j.sdentj.2023.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Revised: 08/13/2023] [Accepted: 08/16/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Occlusion of extra-coronal restorations depends on the reduction achieved during crown preparation. Ensuring adequate reduction is therefore essential for the success of the final restoration. The objective of this study was to digitally quantify the occlusal reduction performed by preclinical undergraduate dental students and to compare their performance across the year and using a hybrid teaching approach developed because of the COVID-19 pandemic. Methods Eighty full metal crown preparations on typodonts were scanned using the KaVo Arctica 3D Optical scanner. Occlusal reduction was measured using Autodesk Fusion 360 v2.0 by superimposing an unprepared tooth over the preparation and taking measurements at six occlusal points (mesio-buccal (MB), disto-buccal (DB), mesio-lingual (ML), disto-lingual (DL), mesial fossa (MF), and distal fossa (DF)). A general linear model was used to compare student performance in the mid vs final year exams and in 2018/19 vs 2020/2021. Results The adequacy of occlusal reduction was variable. Occlusal reductions of the MF (p = 0.014) and DF (p = 0.011) were significantly lower in the final exam than the mid-year exam in 2018/2019. There was also occlusal under-reduction at all six occlusal points in 2020/2021 compared with 2018/2019. Conclusions Students must be encouraged to use verification guides throughout the procedure to ensure adequate reductions. These verification methods can be as simple as putty indices or as advanced as optical scanners. The use of verification methods alongside a hybrid virtual and live teaching approach may guarantee the best results.
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Affiliation(s)
- Khadijah M. Baik
- Oral and Maxillofacial Prosthodontics Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Mao BP, Teichroeb ML, Lee T, Wong G, Pang T, Pleass H. Is Online Video-Based Education an Effective Method to Teach Basic Surgical Skills to Students and Surgical Trainees? A Systematic Review and Meta-analysis. JOURNAL OF SURGICAL EDUCATION 2022; 79:1536-1545. [PMID: 35933308 PMCID: PMC9356715 DOI: 10.1016/j.jsurg.2022.07.016] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 07/13/2022] [Indexed: 05/11/2023]
Abstract
BACKGROUND Online education has been increasingly utilized over the past decades. The COVID-19 pandemic accelerated the transition of conventional face-to-face curricula to online platforms, with limited evidence for its teaching efficacy. This systematic review aims to assess the effectiveness of online video-based education compared with standard conventional education in teaching basic surgical skills to surgical trainees and students undergoing medical training. METHODS We performed a literature search in Embase, Medline, Cochrane CENTRAL and Scopus from inception until February 2022. Studies included were randomised controlled trials (RCTs) and observational studies. We included randomised controlled trials only for meta-analysis. The primary outcome was surgical skill proficiency. The secondary outcomes were participant perception, confidence and satisfaction. Two authors independently assessed the search results for eligibility, extracted the data and assessed the risk of bias using the Cochrane Risk of Bias tool 2. Where appropriate, we performed random effects meta-analyses of the pooled study data to calculate a standardized mean difference. RESULTS A total of 11 studies met the inclusion criteria totaling 715 participants; 603 were included in qualitative analysis and 380 in meta-analysis. All included studies were assessed as having a low risk of bias. The majority of studies found no significant difference between conventional and video-based education in teaching basic surgical skills, three studies found video-based education was superior and one study found conventional education was superior. There was no statistically significant difference in skill proficiency between the two groups (standardized mean difference of -0.02 (95% CI: -0.34, 0.30); p=0.90). Video-based education results in an equivalent improvement in confidence and satisfaction rates. Additional benefits of video-based education include convenience, accessibility and efficiency. CONCLUSIONS Basic surgical skills can be taught as effectively through online video-based education as conventional teaching methods. Online education should be utilized as an adjunct to medical curricula beyond the COVID-19 era.
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Affiliation(s)
- B P Mao
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.
| | - M L Teichroeb
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - T Lee
- Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
| | - G Wong
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Centre for Transplant and Renal Research, Westmead Hospital, Sydney, NSW, Australia
| | - T Pang
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
| | - H Pleass
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
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Alshaalan ZM. The Effect of Using Video Simulation and Hands-on Simulation Training on Preclinical Medical Students’ Confidence in Dermatological Suturing Skills. Clin Cosmet Investig Dermatol 2022; 15:2045-2050. [PMID: 36199386 PMCID: PMC9527699 DOI: 10.2147/ccid.s369359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 09/05/2022] [Indexed: 11/23/2022]
Affiliation(s)
- Ziad Mansour Alshaalan
- Department of Internal Medicine, Division of Dermatology, College of Medicine, Jouf University, Sakaka, Aljouf, Saudi Arabia
- Correspondence: Ziad Mansour Alshaalan, Department of Internal Medicine, Division of Dermatology, College of Medicine, Jouf University, Sakaka, Aljouf, 72388, Saudi Arabia, Tel +966-566000909, Email
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Chan AKM, Botelho MG, Lam OLT. The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:442-450. [PMID: 33185309 DOI: 10.1111/eje.12619] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 09/24/2020] [Accepted: 09/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This study examined relationships of students' access of e-learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R-SPQ-2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. METHODS Two consecutive cohorts of 5th year dental students were asked to complete the R-SPQ-2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written-paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. RESULTS Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written-paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written-paper question results (β=-0.349; P<.001). CONCLUSIONS Only deep approach to learning appeared to be relevant for the written-paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e-learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.
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Affiliation(s)
- Albert K M Chan
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Otto L T Lam
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
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Schlafer S, Pedersen K, Jørgensen JN, Kruse C. Hands-on live demonstration vs. video-supported demonstration of an aesthetic composite restoration in undergraduate dental teaching. J Dent Educ 2021; 85:802-811. [PMID: 33527377 DOI: 10.1002/jdd.12541] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 12/10/2020] [Accepted: 01/13/2021] [Indexed: 11/08/2022]
Abstract
PURPOSE/OBJECTIVES Live hands-on demonstration of dental procedures is a central format in undergraduate dental teaching. It captures the immediacy of the clinical situation and allows for direct communication between instructor and students, but it also requires an experienced instructor who is able to handle both the performed treatment and its visualization alongside the actual teaching. The aim of the present work is to compare the hands-on demonstration of a class IV composite restoration to a teaching format where the instructor guided the students through a prerecorded procedural video of the same treatment. METHODS The effect of both interventions on the students' self-perceived learning outcomes was analyzed by questionnaires (response rate 100%) in a randomized controlled double-blind (participants, outcome assessor) parallel group design (September 10 to October 3, 2019). In-class discussions were explored qualitatively by thematic analysis. RESULTS Both teaching formats increased the students' self-reported motivation, self-efficacy, and patient-centeredness in a similar way, with no significant differences between interventions. During in-class discussions, both the instructor and the students were more active in the video group. In contrast to the hands-on group, discussions in the video group also involved patient-related topics, such as aesthetics and general health. The video-supported teaching format considerably reduced the amount of time spent on optimizing the visualization of the performed treatment. CONCLUSION Video-supported instructor-guided demonstrations may represent a promising teaching format as an alternative to live hands-on demonstrations of dental procedures in undergraduate dental education.
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Affiliation(s)
- Sebastian Schlafer
- Section for Oral Ecology and Caries Control, Department of Dentistry and Oral Health, Aarhus University, Vennelyst Boulevard 9, Aarhus, 8000, Denmark
| | - Kamilla Pedersen
- Centre for Educational Development, Aarhus University, Palle Juul-Jensens Boulevard 82, Aarhus, 8200, Denmark
| | - Jette N Jørgensen
- Section for Oral Ecology and Caries Control, Department of Dentistry and Oral Health, Aarhus University, Vennelyst Boulevard 9, Aarhus, 8000, Denmark
| | - Casper Kruse
- Section for Oral Radiology, Department of Dentistry and Oral Health, Aarhus University, Vennelyst Boulevard 9, Aarhus, 8000, Denmark
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Hoang D, Khawar N, George M, Gad A, Sy F, Narula P. Video didactic at the point of care impacts hand hygiene compliance in the neonatal intensive care unit (NICU). J Healthc Risk Manag 2018; 37:9-15. [PMID: 29405485 DOI: 10.1002/jhrm.21314] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To increase the hand-washing (HW) duration of staff and visitors in the NICU to a minimum of 20 seconds as recommended by the CDC. METHODS Intervention included video didactic triggered by motion sensor to play above wash basin. Video enacted Centers for Disease Control and Prevention (CDC) HW technique in real time and displayed timer of 20 seconds. HW was reviewed from surveillance video. Swabs of hands plated and observed for qualitative growth (QG) of bacterial colonies. RESULTS In visitors, the mean HW duration at baseline was 16.3 seconds and increased to 23.4 seconds at the 2-week interval (p = .003) and 22.9 seconds at the 9-month interval (p < .0005). In staff, the mean HW duration at baseline was 18.4 seconds and increased to 29.0 seconds at 2-week interval (p = .001) and 25.7 seconds at the 9-month interval (p < .0005). In visitors, HW compliance at baseline was 33% and increased to 52% at the 2-week interval (p = .076) and 69% at the 9-month interval (p = .001). In staff, HW compliance at baseline was 42% and increased to 64% at the 2-week interval (p = .025) and 72% at the 9-month interval (p = .001). Increasing HW was significantly associated with linear decrease in bacterial QG. CONCLUSIONS The intervention significantly increased mean HW time, compliance with a 20-econd wash time and decreased bacterial QG of hands and these results were sustained over a 9-month period.
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Affiliation(s)
- Danthanh Hoang
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
| | - Nayaab Khawar
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
| | - Maria George
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
| | - Ashraf Gad
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
| | - Farrah Sy
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
| | - Pramod Narula
- New York-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
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Kenny KP, Alkazme AM, Day PF. The effect of viewing video clips of paediatric local anaesthetic administration on the confidence of undergraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e57-e62. [PMID: 28239945 DOI: 10.1111/eje.12257] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2016] [Indexed: 05/27/2023]
Abstract
INTRODUCTION Dental treatment for children requires not only technical skills, but also the knowledge and confidence to provide behaviour management to support children of differing ages and stages of development. It is not surprising then that dental students find treating children especially stressful. Paediatric dentistry training is therefore a vital element of the undergraduate dental curriculum. MATERIALS AND METHODS Eighty-six fourth-year undergraduate dental students received standard lectures and seminars about behaviour management techniques for children having local anaesthetic. The students were then randomly divided into groups using cluster randomisation. The intervention group received an intervention-based around video clips (VCs) demonstrating behaviour management techniques (BMTs) for children receiving local anaesthetic The intervention and control groups completed self-administered questionnaires to determine their level of confidence in managing local anaesthetic for children. RESULTS There was a statistically significant difference in the level of confidence between the groups immediately after the teaching intervention (P=.003) and at 4 months (P=.001) in favour of the video group. DISCUSSION Previous studies on the use of video as a teaching aid have reported favourable results in terms of both student attitudes and learning outcomes. The results from this study confirm the benefits of this style of teaching paediatric behaviour skills in the undergraduate dental curriculum, and the benefits were maintained at 4 months. CONCLUSION This study has demonstrated that VCs as an additional teaching aid are an effective method in improving students' confidence for BMTs when delivering local anaesthetic.
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Affiliation(s)
- K P Kenny
- Department of Paediatric Dentistry, School of Dentistry, University of Leeds, Leeds, UK
| | | | - P F Day
- Department of Paediatric Dentistry, School of Dentistry, University of Leeds, Leeds, UK
- Bradford Salaried Dental Services, Bradford, UK
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Mącznik AK, Schneiders AG, Athens J, Sullivan SJ. The development of an instructional video for the teaching of acupressure for pain management in acute musculoskeletal injuries: A knowledge translation study. Phys Ther Sport 2017; 29:34-42. [PMID: 29175595 DOI: 10.1016/j.ptsp.2017.10.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2016] [Revised: 09/28/2017] [Accepted: 10/23/2017] [Indexed: 10/18/2022]
Abstract
OBJECTIVES To survey potential stakeholders to obtain information relevant to the production of a video on teaching acupressure for sports injury management, and gain feedback from potential users on the prototype video. DESIGN Focus groups and online survey methods nested within a knowledge translation framework. PARTICIPANTS Four focus groups (n = 24) were conducted, two with sports medics and two with sports physiotherapists as a part of the development of a prototype video. Nineteen stakeholders viewed the prototype video and participated in the subsequent online survey. MAIN OUTCOME MEASURES Focus groups' transcripts were analysed to develop themes using a general inductive approach. Survey data analysis incorporated quantitative and qualitative analysis. RESULTS Three key themes concerning the design of the video emerged from the focus groups: 1) the recommendation for both demonstration and verbal instructions on the acupressure technique; 2) keeping the content of the video to a minimum; and 3) the need for professionalism in the production of the video, and highlighting the presenter's expertise and qualifications. The survey participants found the video to be clear and professional. CONCLUSIONS Collectively these studies described the development and assessment of a user-oriented instructional video on teaching of acupressure for the management of sports injuries.
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Affiliation(s)
- Aleksandra Katarzyna Mącznik
- Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, New Zealand.
| | | | - Josie Athens
- Department of Preventive and Social Medicine, University of Otago, New Zealand
| | - Stephen John Sullivan
- Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, New Zealand
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Brar J, van der Meij H. Complex software training: Harnessing and optimizing video instruction. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2017.01.014] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Edrees HY, Ohlin J, Ahlquist M, Tessma MK, Zary N. Patient Demonstration Videos in Predoctoral Endodontic Education: Aspects Perceived as Beneficial by Students. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.8.tb05983.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Hadeel Y. Edrees
- Department of Endodontics; Faculty of Dentistry; King Abdulaziz University; Jeddah Saudi Arabia
| | - Johan Ohlin
- Division of Endodontics; Department of Dental Medicine; Karolinska Institute; Stockholm Sweden
| | - Michael Ahlquist
- Department of Dental Medicine; Karolinska Institute; Stockholm Sweden
| | - Mesfin K. Tessma
- Department of Learning, Informatics, Management, and Ethics; Karolinska Institute; Stockholm Sweden
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Kon H, Botelho MG, Bridges S, Leung KCM. The impact of complete denture making instructional videos on self-directed learning of clinical skills. J Prosthodont Res 2015; 59:144-51. [DOI: 10.1016/j.jpor.2015.01.004] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2014] [Revised: 01/05/2015] [Accepted: 01/17/2015] [Indexed: 11/17/2022]
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George PP, Papachristou N, Belisario JM, Wang W, Wark PA, Cotic Z, Rasmussen K, Sluiter R, Riboli-Sasco E, Tudor Car L, Musulanov EM, Molina JA, Heng BH, Zhang Y, Wheeler EL, Al Shorbaji N, Majeed A, Car J. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health 2014; 4:010406. [PMID: 24976965 PMCID: PMC4073252 DOI: 10.7189/jogh.04.010406] [Citation(s) in RCA: 213] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals' education. To inform policy-making, in online eLearning, we need to determine its effectiveness. METHODS We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. FINDINGS Fifty-nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. CONCLUSION The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.
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Affiliation(s)
- Pradeep Paul George
- Health Services and Outcomes Research, National Healthcare Group, Singapore ; Joint first authors
| | - Nikos Papachristou
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK ; Joint first authors
| | | | - Wei Wang
- Department of Integrated Early Childhood Development, Capital Institute of Pediatrics, Chaoyang District Beijing, P.R. China
| | - Petra A Wark
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Ziva Cotic
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Kristine Rasmussen
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - René Sluiter
- Department of Health Evidence, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Eva Riboli-Sasco
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Lorainne Tudor Car
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Eve Marie Musulanov
- Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | | | - Bee Hoon Heng
- Health Services and Outcomes Research, National Healthcare Group, Singapore
| | - Yanfeng Zhang
- Department of Integrated Early Childhood Development, Capital Institute of Pediatrics, Chaoyang District Beijing, P.R. China
| | | | - Najeeb Al Shorbaji
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Azeem Majeed
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Josip Car
- Health Services and Outcomes Research, National Healthcare Group, Singapore ; Health Services and Outcomes Research Programme, Lee Kong Chian School of Medicine, Imperial College & Nanyang Technological University, Singapore
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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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Cook DA, Levinson AJ, Garside S. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2010; 15:755-70. [PMID: 20467807 DOI: 10.1007/s10459-010-9231-x] [Citation(s) in RCA: 92] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2010] [Accepted: 04/26/2010] [Indexed: 05/21/2023]
Abstract
UNLABELLED Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. OBJECTIVES determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. DATA SOURCES we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. RESULTS we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). CONCLUSIONS on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.
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Affiliation(s)
- David A Cook
- Division of General Internal Medicine and Office of Education Research, Mayo Clinic College of Medicine, Baldwin 4-A, 200 First Street SW, Rochester, MN 55905, USA.
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Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:909-22. [PMID: 20520049 DOI: 10.1097/acm.0b013e3181d6c319] [Citation(s) in RCA: 316] [Impact Index Per Article: 22.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE A recent systematic review (2008) described the effectiveness of Internet-based learning (IBL) in health professions education. A comprehensive synthesis of research investigating how to improve IBL is needed. This systematic review sought to provide such a synthesis. METHOD The authors searched MEDLINE, CINAHL, EMBASE, Web of Science, Scopus, ERIC, TimeLit, and the University of Toronto Research and Development Resource Base for articles published from 1990 through November 2008. They included all studies quantifying the effect of IBL compared with another Internet-based or computer-assisted instructional intervention on practicing and student physicians, nurses, pharmacists, dentists, and other health professionals. Reviewers working independently and in duplicate abstracted information, coded study quality, and grouped studies according to inductively identified themes. RESULTS From 2,705 articles, the authors identified 51 eligible studies, including 30 randomized trials. The pooled effect size (ES) for learning outcomes in 15 studies investigating high versus low interactivity was 0.27 (95% confidence interval, 0.08-0.46; P = .006). Also associated with higher learning were practice exercises (ES 0.40 [0.08-0.71; P = .01]; 10 studies), feedback (ES 0.68 [0.01-1.35; P = .047]; 2 studies), and repetition of study material (ES 0.19 [0.09-0.30; P < .001]; 2 studies). The ES was 0.26 (-0.62 to 1.13; P = .57) for three studies examining online discussion. Inconsistency was large (I(2) >or=89%) in most analyses. Meta-analyses for other themes generally yielded imprecise results. CONCLUSIONS Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.
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Affiliation(s)
- David A Cook
- Office of Education Research, College of Medicine, Mayo Clinic, Rochester, Minnesota 55905, USA.
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Bloomfield J, Fordham-Clarke C, Pegram A, Cunningham B. The development and evaluation of a computer-based resource to assist pre-registration nursing students with their preparation for objective structured clinical examinations (OSCEs). NURSE EDUCATION TODAY 2010; 30:113-117. [PMID: 19695746 DOI: 10.1016/j.nedt.2009.06.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2008] [Revised: 04/22/2009] [Accepted: 06/02/2009] [Indexed: 05/28/2023]
Abstract
This paper presents a narrative discussion of an innovative, computer-based resource developed, implemented and evaluated by a small project team at a school of nursing and midwifery in London. The interactive resource was designed to assist first and second year pre-registration nursing students with both their clinical skills revision and formative preparation for Objective Structured Clinical Examinations and involved a small range of clinical skills. These included: skin assessment; hand hygiene; reading a drug prescription chart, weighing a baby and assessment of an intravenous cannulae site. The processes involved in the development of the tool are described and, the key drivers informing its development are identified. Although a formal research approach was not adopted a summary of feedback obtained from anonymous student evaluations is included. This provides important insights into the perceived usefulness of the tool and is discussed in light of the challenges and practicalities associated with the content development and technical issues. The paper concludes by identifying proposed future developments and wider applications of this innovative clinical skills education initiative within nursing and healthcare education.
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Affiliation(s)
- Jacqueline Bloomfield
- Florence Nightingale School of Nursing and Midwifery, Kings College London, 57 Waterloo Road, London SE1 8WA, UK.
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Ried LD, Byers K. Comparison of two lecture delivery platforms in a hybrid distance education program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2009; 73:95. [PMID: 19777109 PMCID: PMC2739080 DOI: 10.5688/aj730595] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2008] [Accepted: 10/18/2008] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To compare students' preferences for and academic performance using 2 different distance education course content delivery platforms. METHODS A randomized, crossover research design was used to compare traditional video with a 4-panel platform among learners on multiple campuses within 1 college of pharmacy.(1) The outcomes were students' preferences for delivery platform and examination scores. Rasch analysis was used to assess unidimensionality and the difficulty of examination items. Hierarchical logistic and multiple regression models were used to assess students' preferences and academic performance. RESULTS The logistic model predicting preference for the 4-panel or traditional platform was not significant, but African-Americans and Hispanics were more likely to prefer the 4-panel platform than Caucasian and Asian students. The delivery platform did not impact students' academic performance. Students who did well on the semester's previous 2 examinations scored higher on the questions related to schizophrenia. Students with higher Pharmacy College Admission Test (PCAT) scores performed better on the bipolar questions than students who preferred the traditional video platform. CONCLUSION The additional faculty time, effort, and cost invested in presenting the class material in a 4-panel platform, and the students' extra time and effort spent viewing the 4-panel platform did not produce a comparable benefit in student preference and performance.
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Zary N, Johnson G, Fors U. Web-based virtual patients in dentistry: factors influencing the use of cases in the Web-SP system. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:2-9. [PMID: 19196286 DOI: 10.1111/j.1600-0579.2007.00470.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
We studied the students' acceptance and utilization of virtual patients (VPs) authored by faculty using the Web-SP system over two consecutive years. We also studied factors of importance for the utilization of VPs for self-assessment. Both year-groups studied found the Web-SP system easy to use and their overall opinion of Web-SP was positive (Median: 5, p25-p75: 4-5). They found the VPs engaging, realistic, fun to use, instructive and relevant to their course. Students used, on average, 9.68 VPs per course, which constitutes 43 percent of the available VPs. The number of VPs available seemed to be sufficient for the target course, even if some of the students preferred a higher number of VPs. Of the VPs encountered, 71% (CI: 68-75%) were VPs with feedback, and correspondingly 29% of the VPs chosen were without feedback. The difference in utilization between both types of VPs was significant, at p < 0.001. Thus, the students clearly favoured VPs with feedback compared to VPs without feedback. There were three modes of engagement in which the VP was utilized. Mode 1 was the preferred mode for VPs without feedback, while mode 3 was dominant for VPs with feedback.. Whether or not a VP was selected for review during a teacher led seminar or not, did not affect student behaviour, at least on the surface. Teacher led seminars may still be of importance to provide credibility to the VPs by integrating them into the curriculum.
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Affiliation(s)
- N Zary
- Virtual Patient Lab, Karolinska Institute, Berzelius väg 3, Stockholm, Sweden.
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Kramer A, Hübner N, Below H, Heidecke CD, Assadian O. Improving adherence to surgical hand preparation. J Hosp Infect 2009; 70 Suppl 1:35-43. [PMID: 18994680 DOI: 10.1016/s0195-6701(08)60009-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
At present, no universal agreement on detailed practice for surgical hand preparation exists. In order to fill this gap, in 2002 a Franco-German recommendation for surgical hand preparation was published as a first step towards a generally accepted European recommendation. Based on an assessment of the actual literature, a protocol for surgical hand preparation is discussed with the aim to recommend evidence-based standard procedures including prerequisites, washing and disinfection phase, and its practical implementation. In contrast to hygienic hand disinfection, for surgical hand preparation compliance is not an issue, since it mostly is regarded as a ceremony which is carried out without exception. Nevertheless, the following factors influence acceptance and efficacy: skin tolerance, ease of use, duration of procedure, and recommended time), potential for impaired efficacy due to incorrect performance of the procedure, possibility of systemic risks and irritating potential by applied preparations, religious restrictions, ecological aspects, costs and safety. Here, we report our experience with the introduction of a new hand preparation regime in all surgical disciplines in our university hospital based on the above factors. The following statements were evaluated: 1) The immediate efficacy of an alcohol-based hand disinfectant is impaired by a preceding hand wash for up to 10 minutes. Therefore hands should not be routinely washed before the disinfection period unless there is a good reason for it such as visible soiling. 2) A shortened application time (1.5 minutes) is equal to 3 min in terms of efficacy. 3) Hands should be air dried before gloves are put on, otherwise the perforation rate of gloves will increase. 4) The efficacy of alcohol-based disinfectants is significantly higher when hands are allowed to dry for 1 minute after the washing phase and before the disinfection phase. To clarify the above questions before the establishment of the modified technique, the surgical team was invited to a meeting. As a result, the heads of surgical departments supported the new technique and decided to change their practice.
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Affiliation(s)
- A Kramer
- Institute of Hygiene and Environmental Medicine, Ernst Moritz Arndt University Greifswald
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Comparison of expert instruction and computer-based video training in teaching fundamental surgical skills to medical students. Surgery 2008; 143:539-44. [DOI: 10.1016/j.surg.2007.10.022] [Citation(s) in RCA: 83] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2007] [Revised: 10/24/2007] [Accepted: 10/25/2007] [Indexed: 01/22/2023]
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Aragon CE, Zibrowski EM. Does Exposure to a Procedural Video Enhance Preclinical Dental Student Performance in Fixed Prosthodontics? J Dent Educ 2008. [DOI: 10.1002/j.0022-0337.2008.72.1.tb04454.x] [Citation(s) in RCA: 47] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Cecilia E. Aragon
- Division of Restorative Dentistry; Schulich School of Medicine & Dentistry; University of Western Ontario; London Canada
| | - Elaine M. Zibrowski
- Group for the Advocacy & Advancement of Medical/Dental Education Scholarship (GAMES); Schulich School of Medicine & Dentistry; University of Western Ontario; London Canada
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