No abstract

Objective: The integration of video technology in case-based presentations are useful approaches in teaching real-world problems that ultimately improves an individual’s ability to reflect, analyze, and decide regarding any circumstance leading to change in behavior. Anchored on the Theory of Planned Behavior, this study aims to determine the effectiveness of an online case-based video patient education tool on the adoption of oral health behaviors by patients in the dental setting. Materials and Methods: The study was carried on 74 dental patients who were selected using simple sampling (37 patients each in Groups I and II). The two groups differed in presence (Group I-Control) or absence (Group II–Experimental) of prior exposure to professional oral care before Patient Educational Intervention through video-based case presentation was performed in the control and experimental groups. Data were collected using a questionnaire and analyzed by the Statistical Package for the Social Sciences version 18 software at 0.05 significance level. Results: A total of 37 participants per group in Groups I and II (N=74) responded to the pre-test phase and post-test phase. The pre-test mean scores of Groups I and II were 11.43 and 15.05, respectively. The post-test mean score of Groups I and II were 10.81 and 12.76, respectively. There is no statistical significance seen in the pre-test mean score and the post-test mean score of the patients who experienced professional oral health care (Group I) (p=0.113). However, there is a statistical significance in the mean pre-test score and the mean post-test score among patients who never experienced professional oral health care (Group II) (p=0.032). Conclusion: The study revealed that the video-based case presentations is an effective patient education strategy for dental patients who have never experienced professional oral health care manifested as a decline in the degree of dental neglect.

No abstract

Objective. Assessment in distance education provides a safe evaluation environment during the COVID-19 pandemic. The purpose of this study is to explore the extent of knowledge available regarding the challenges of assessment in distance education of health professions during the 2020-2021 COVID-19 pandemic and to discuss a reflection in the Philippine setting.Method. We conducted a rapid review through an electronic search in PubMed, Scopus, CINAHL, ERIC, Web of Science, and PsycINFO databases. Results.Out of 1,519 articles, 9 were included for analysis. Philippine reflection was provided through an unsystematic search of literature. Challenges in assessment included resources, learners' issues, technical issues of the learning management system, and methodological assessment issues. Distance education allowed instructors to safely continue delivery of instruction and assessment during the pandemic. Conclusion.The Philippine setting is relatable to the current international context of the challenges of assessment in distance education in health professions.