Academic perceptions amongst educators towards eLearning tools in dental education

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

doi:10.1111/j.1875-595x.2011.00017.x

Cited by 10 publications

(9 citation statements)

References 8 publications

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“…The method tested in this study with the use of the intraoral micro camera, connected directly to video monitors, allows the amplification of the images and facilitates the visualization of the surgical act with all the details of the procedures. This method corroborates the fundamental role of the technology in the current context of the teaching models, increasing and facilitating the levels of learning (8,10,12).…”

Section: Discussionsupporting

confidence: 76%

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Evaluation of a strategic practice demonstration method applied to endodontic laboratory classes

Oliveira¹,

Carvalho²,

Lage‐Marques³

et al. 2012

Rev. odonto ciênc.

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Purpose: To evaluate a strategic method of real time visual demonstration of the operatory procedures using an intraoral camera system and monitor videos, comparing them to those of conventional laboratory classes.Methods: Fifty-two structured, multiple choice questionnaires were applied to undergraduate students of the 4 th year (G1) and 3 rd year (G2) submitted to the traditional and strategic teaching methods, respectively. These tests were also able to detect the main problems faced by the students during the training of this operatory phase.Results: Students of both groups (G1-30.8% and G2-34.6%) considered the access cavity to be one of the most difficult phase of endodontic treatment. The results of the evaluation among the 3 rd year students demonstrated that 23.1% graded the new method as excellent, 38.4% as very good and 38.5 % as good, whereas none of the students (0%) considered the method to be regular, bad or very bad. A minor accident occurrence (P<0.05) was reported by the 3 rd year students (G1-50% and G2-34.6%). Conclusion: The new strategy was found to favor learning, reduce the incidence of errors and was appraised as efficient by the students.Key words: Dental education; Endodontics; teaching ResumoObjetivo: Avaliar um método estratégico nas aulas práticas, utilizando micro câmeras e monitores de vídeo para transmitir demonstrações da técnica operatória, comparando-o com o método de ensino aprendizagem clássico.Metodologia: Foram aplicados 52 questionários direcionados aos alunos do 4º ano (grupo 1) submetidos a esta nova prática e aos do 3º ano (grupo 2) submetidos a metodologia de ensino tradicional. Este questionário também possibilitou detectar os principais problemas enfrentados pelos discentes durante o aprendizado desta etapa operatória.Resultados: A fase de cirurgia de acesso foi considerada de difícil execução por ambos os grupos (G1-30,8 % e G2-34,6%), sendo a manobra de localização dos orifícios de entrada dos canais a etapa mais complicada. Quanto à avaliação da metodologia empregada no 3º ano, 23,1% dos alunos a consideraram excelente, 38,4% ótima, e 38,5% boa, ao passo que nenhum dos estudantes (0%) consideraram o método como regular, ruim ou péssimo. Uma menor ocorrência de erros (P<0,05), foi relatada pelos alunos do 3º ano (G1-50% e G2-34.6%).Conclusão: A nova estratégia de ensino favoreceu a aprendizagem, diminuiu a incidência de erros e foi considerada eficaz pelos alunos.Palavras-chave: Aprendizagem; educação; endodontia 128 Rev

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Section: Discussionsupporting

confidence: 76%

“…The use of interactive learning methods are now a pedagogical tool to aid learning process (10)(11)(12). This new technology offers new and fascinating tools (computers, video imaging, digitized radiology and electronic data transmission), which are considered to be good resources for the learning process (13,14).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a strategic practice demonstration method applied to endodontic laboratory classes

Oliveira¹,

Carvalho²,

Lage‐Marques³

et al. 2012

Rev. odonto ciênc.

View full text Add to dashboard Cite

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“…The study of academics' beliefs about the integration of technology into higher teaching education has gained impetus in the last ten years. Research on how academics think of using instructional technology shows that they hold elaborate educational opinions that in turn shape teaching and learning [6]. It shows that each educator holds a deep-seated curriculum belief system comprising a wide range of beliefs about students, colleagues, pedagogies and university processes.…”

Section: Academics' Perceptions Of Educational Changementioning

confidence: 99%

“…Some of these characterizations linger more in myth than in reality and have been documented as potential drawbacks. Among them is the possibility that students engage in superficial learning [23] and the perception that lecturer-student personal contact might decrease [6]. Similarly, there is the belief among academics that students will be distracted in class [24] and a concern that students could cheat in examinations using mobile devices [25].…”

Section: Mobile Learningmentioning

confidence: 99%

Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters

2013

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This qualitative study looked at the instructional, curricular and organizational factors impacting on the adoption of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development in a number of key areas including the integration of the technology into teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful adoption. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. The study revealed a number of alternative perceptions and misconceptions, about articulating effective mobile learning pedagogies. For instance, staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning, as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those alternative conceptions with best practice principles are outlined

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“…Our study demonstrated little or no improvement in dermatological knowledge, skills, attitudes and satisfaction among healthcare professionals when compared DHE to traditional learning or no interventions. The results are not specific for dermatology area but are also observed in other medical education setting including nursing, neurosurgery training, palliative care, dental education (14,21,(38)(39)(40)(41). Comparable results show the potential of DHE as a complementary or even alternative intervention to traditional learning.…”

Section: Strength and Limitationsmentioning

confidence: 77%

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

Posadzki²,

Lee³

et al. 2019

Acta Derm Venerol

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Digital education is a promising new approach with advantages such as scalability, flexibility, portability and adaptability of education. This study synthesized effectiveness evidence for health professions' digital education in dermatology, and assessed whether it can improve knowledge, skills, attitudes and satisfaction as compared to traditional learning. We found 12 studies involving in total 955 health professionals. The main learning outcomes were comparable in terms of knowledge improvement, skills enhancement and satisfaction, suggesting the potential of digital health education to be used as a complementary or alternative method to traditional learning in dermatology. It has the potential to address the increased demand for dermatology education but requires further rigorous research to maximise its potential. Digital health education is a new approach that is receiving increasing attention with advantages such as scalability and flexibility of education. This study employed a Cochrane review approach to assess the evidence for the effectiveness of health professions' digital education in dermatology to improve knowledge, skills, attitudes and satisfaction. Twelve trials (n = 955 health professionals) met our eligibility criteria. Nine studies evaluated knowledge; of those two reported that digital education improved the outcome. Five studies evaluated skill; of those 3 studies stated that digital education improved this outcome whereas 2 showed no difference when compared with control. Of the 5 studies measuring learners' satisfaction, 3 studies claimed high satisfaction scores. Two studies reported that when compared with traditional education, digital education had little effect on satisfaction. The evidence for the effectiveness of digital health education in dermatology is mixed and the overall findings are inconclusive, mainly because of the predominantly very low quality of the evidence. More methodologically robust research is needed to further inform clinicians and policymakers.

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Academic perceptions amongst educators towards eLearning tools in dental education

Cited by 10 publications

References 8 publications

Evaluation of a strategic practice demonstration method applied to endodontic laboratory classes

Evaluation of a strategic practice demonstration method applied to endodontic laboratory classes

Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

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