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Shoaib LA, Safii SH, Idris N, Hussin R, Sazali MAH. Utilizing decision tree machine model to map dental students' preferred learning styles with suitable instructional strategies. BMC MEDICAL EDUCATION 2024; 24:58. [PMID: 38212703 PMCID: PMC10782662 DOI: 10.1186/s12909-023-05022-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 12/30/2023] [Indexed: 01/13/2024]
Abstract
BACKGROUND Growing demand for student-centered learning (SCL) has been observed in higher education settings including dentistry. However, application of SCL in dental education is limited. Hence, this study aimed to facilitate SCL application in dentistry utilising a decision tree machine learning (ML) technique to map dental students' preferred learning styles (LS) with suitable instructional strategies (IS) as a promising approach to develop an IS recommender tool for dental students. METHODS A total of 255 dental students in Universiti Malaya completed the modified Index of Learning Styles (m-ILS) questionnaire containing 44 items which classified them into their respective LS. The collected data, referred to as dataset, was used in a decision tree supervised learning to automate the mapping of students' learning styles with the most suitable IS. The accuracy of the ML-empowered IS recommender tool was then evaluated. RESULTS The application of a decision tree model in the automation process of the mapping between LS (input) and IS (target output) was able to instantly generate the list of suitable instructional strategies for each dental student. The IS recommender tool demonstrated perfect precision and recall for overall model accuracy, suggesting a good sensitivity and specificity in mapping LS with IS. CONCLUSION The decision tree ML empowered IS recommender tool was proven to be accurate at matching dental students' learning styles with the relevant instructional strategies. This tool provides a workable path to planning student-centered lessons or modules that potentially will enhance the learning experience of the students.
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Affiliation(s)
- Lily Azura Shoaib
- Department of Paediatric Dentistry & Orthodontics, Faculty of Dentistry, Universiti Malaya, 50603, Kuala Lumpur, Malaysia
| | - Syarida Hasnur Safii
- Department of Restorative Dentistry, Faculty of Dentistry, Universiti Malaya, 50603, Kuala Lumpur, Malaysia.
| | - Norisma Idris
- Department of Artificial Intelligence, Faculty of Computer Science and Information Technology, Universiti Malaya, 50603, Kuala Lumpur, Malaysia
| | - Ruhaya Hussin
- Department of Psychology, International Islamic University Malaysia, Jalan Gombak, 53100, Kuala Lumpur, Malaysia
| | - Muhamad Amin Hakim Sazali
- Department of Artificial Intelligence, Faculty of Computer Science and Information Technology, Universiti Malaya, 50603, Kuala Lumpur, Malaysia
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Turner AM, Gurenlian JR. A comparison of Generation Z and Millennial dental hygiene students' preferred learning styles. Int J Dent Hyg 2023; 21:691-698. [PMID: 37660363 DOI: 10.1111/idh.12727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 07/28/2023] [Accepted: 08/01/2023] [Indexed: 09/05/2023]
Abstract
OBJECTIVES Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles. METHODS First- and second-year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder-Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t-test. RESULTS A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04). CONCLUSION There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual-verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study.
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Affiliation(s)
- April M Turner
- Dental Hygiene Department, West Coast University, Anaheim, California, USA
| | - JoAnn R Gurenlian
- Dental Hygiene Department, West Coast University, Anaheim, California, USA
- Department of Dental Hygiene, Idaho State University, Pocatello, Idaho, USA
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Li B, Cheng L, Wang H. Challenges and Opportunities for Dental Education from COVID-19. Dent J (Basel) 2022; 10:dj10100188. [PMID: 36285998 PMCID: PMC9600572 DOI: 10.3390/dj10100188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/24/2022] [Accepted: 09/30/2022] [Indexed: 11/16/2022] Open
Abstract
With the ongoing COVID-19 pandemic, dental education has been profoundly affected by this crisis. First of all, COVID-19 brought physical and psychological health problems to dental students and educators. In addition, both non-clinical teaching and clinical-based training experienced challenges, ranging from fully online educational content to limited dental training, students’ research was delayed in achieving project milestones and there was hesitancy in respect of the COVID-19 vaccine. On the other hand, the COVID-19 pandemic has increased the demand for teledentistry and dental emergency treatment, and brought awareness of the advantages and high-speed development of distance education. This review aims to present these challenges and opportunities for dental education, and suggest how dental institutions should prepare for the future demand for dental education.
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Affiliation(s)
- Bolei Li
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Lei Cheng
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Haohao Wang
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
- Correspondence:
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Kurtulmus‐Yilmaz S, Önöral Ö. Effectiveness of screen-to-screen and face-to-face learning modalities in dental anatomy module during Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:57-66. [PMID: 34719111 PMCID: PMC8653335 DOI: 10.1002/ase.2150] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 10/25/2021] [Accepted: 10/27/2021] [Indexed: 05/21/2023]
Abstract
The Covid-19 pandemic has forced all dentistry faculties to quickly shift to the online supplementation or replacement of traditional modules to pursue education. However, there is limited research evaluating the effectiveness of this education modality on student performance in dental anatomy and manipulation module. Accordingly, it was aimed to compare the influence of different education modalities on the performances of the students enrolled in this module. The students were requested to perform 11 practical assignments throughout the fall term. A total of 220 face-to-face-educated (F2F) and 138 screen-to-screen-educated (S2S) students were included. To evaluate the influence of education modality on the performances of the students, cumulative success scores were calculated and compared using an independent t-test. The grades of the first (maxillary central), sixth (maxillary premolar), and eleventh assignments (mandibular first molar) were also analyzed to understand the manipulation-skill progress of each student within the same year. The grades of above-mentioned three assignments were converted into nominal data (excellent, very good, good, acceptable, and fail) based on certain thresholds, and a chi-square test was conducted. The cumulative success scores in F2F group were significantly lower than those in S2S group (P = 0.02). Differences between the first and eleventh tasks in both education modalities were significant (P < 0.05). The S2S-educated students achieved significantly higher achievement points in the sixth and eleventh assignments (P < 0.001). The S2S education can be suggested as an applicable modality for teaching dental anatomy and manipulation module. However, further work is needed to ascertain whether this result is replicable throughout dental anatomy education.
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Affiliation(s)
| | - Özay Önöral
- Department of ProsthodonticsFaculty of DentistryNear East UniversityNicosia, Mersin10Turkey
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Estilo de aprendizagem e grau de satisfação em simulação clínica em enfermagem. ACTA PAUL ENFERM 2021. [DOI: 10.37689/acta-ape/2021ao001675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Baherimoghadam T, Hamedani S, Mehrabi M, Naseri N, Marzban N. The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students. BMC MEDICAL EDUCATION 2021; 21:463. [PMID: 34461883 PMCID: PMC8405388 DOI: 10.1186/s12909-021-02903-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 08/22/2021] [Indexed: 06/04/2023]
Abstract
INTRODUCTION The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. METHOD Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. RESULTS The results of the reliability test showed that Cronbach's alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. CONCLUSION The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.
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Affiliation(s)
- Tahereh Baherimoghadam
- Department of Orthodontics, School of Dentistry, Shiraz Branch, Islamic Azad University, Shiraz, Iran
| | - Shahram Hamedani
- Oral and Dental Disease Research Center, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Manoosh Mehrabi
- Department of e-Learning in Medical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Navid Naseri
- Department of Orthodontics, School of Dentistry, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
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Dsouza TS, Hegde MN, Pais KP. e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era. JOURNAL OF HEALTH AND ALLIED SCIENCES NU 2021. [DOI: 10.1055/s-0041-1731862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.
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Affiliation(s)
- Teena Sheethal Dsouza
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Mithra N. Hegde
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Kelvin Peter Pais
- Public Health Dentistry Fr. Mullers Charitable Institutions, Mangalore, Karnataka, India
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Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic. SUSTAINABILITY 2021. [DOI: 10.3390/su13052478] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.
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France K, Hangorsky U, Wu CW, Sollecito TP, Stoopler ET. Participation in an existing massive open online course in dentistry during the COVID-19 pandemic. J Dent Educ 2020; 85:78-81. [PMID: 33283273 PMCID: PMC7753462 DOI: 10.1002/jdd.12496] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 11/08/2020] [Accepted: 11/11/2020] [Indexed: 11/23/2022]
Abstract
The coronavirus disease 2019 (COVID‐19) pandemic presented unprecedented challenges and interruptions to education at all levels. As many across the world were required to stay at home, virtual educational resources were developed and relied upon to provide all levels and subjects of instruction. Introduction to Dental Medicine, a massive open online course in dentistry, experienced an increase in enrollment during the start of the pandemic and learners displayed a positive reception to the information provided. Introduction to Dental Medicine was particularly well positioned as a resource during the pandemic given its availability, established nature, and the wide accessibility of course material. As disruptions to normal activities continue, this and other virtual educational methods may continue to play a central role in education and exposure to dentistry.
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Affiliation(s)
- Katherine France
- Department of Oral Medicine, University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA
| | - Uri Hangorsky
- Department of Periodontics, Division of Student Affairs, PASS Program, University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA
| | - Chia-Wei Wu
- Learning Sciences and Technologies, University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA
| | - Thomas P Sollecito
- Department of Oral Medicine, Division of Hospital and Extramural Affairs, University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA
| | - Eric T Stoopler
- Department of Oral Medicine, University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA
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Tulbah H, Alhamdan E, Alqahtani A, Alduhayan G, Albedaiwi L. Dental students' preferences regarding teaching methods in Riyadh. SAUDI JOURNAL OF ORAL SCIENCES 2019. [DOI: 10.4103/sjos.sjoralsci_44_19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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