Development and assessment of an online virtual orthodontic curriculum

Liu, Luwei; Yuan, Siyang; Zhang, Weibing; Wang, Zhendong; Zhao, Chunyang; Pan, Yongchu; Yan, Bin; Wang, Lin

doi:10.1002/jdd.12825

Cited by 9 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Next is the post-test (n=57), pretest (n=47), and exam (n=13). Other contemporary methods such as Google Analytics (Yilmaz et al, 2021), tracking data (Webb and Choi, 2014), digital dashboard data (Gupta et al, 2020), and online evaluation system (Liu et al, 2021) were identified, even though they were uncommon. Figure 8 presents the methods used to evaluate performance in e-LMED.…”

Section: Rq3 What Are the Methods Used To Evaluate Performance In E-l...mentioning

confidence: 99%

“…Thirty-three studies operationalize performance as knowledge. These authors evaluated students' performance by analyzing knowledge gain ((Allen, Eagleson and de Ribaupierre, 2016, Amer and Nemenqani, 2020, Andersen et al, 2021, Bergman et al, 2016, Bernardo et al, 2004, Bhat et al, 2022, Bracken et al, 2021, Brewer et al, 2016, Ens, Janzen and Palmert, 2016, Ganji et al, 2022, Gaupp, Körner and Fabry, 2016, Gillan et al, 2018, McCoy et al, 2020, Yilmaz et al, 2021 knowledge Change (Elbeddini and Tayefehchamani, 2021), knowledge acquisition (Fransen et al, 2018), knowledge retention (Lorenzo-Alvarez et al, 2019), knowledge transfer (Krahe et al, 2020) knowledge improvement (Camargo et al, 2014), learning outcomes (Choi-Lundberg, Cuellar and Williams, 2016, Krahe et al, 2020, Kulier et al, 2008, Liu et al, 2021, and academic performance (Gupta et al, 2020, McLaughlin et al, 2013, van Bonn et al, 2022 in students who underwent a specific e-learning intervention by evaluating the test or exam scores.…”

Section: Rq1 -How Is Performance Operationalized In Literature In E-l...mentioning

confidence: 99%

See 1 more Smart Citation

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Oluwadele,

Singh,

Adeliyi

2023

EJEL

View full text Add to dashboard Cite

The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.

show abstract

Section: Rq3 What Are the Methods Used To Evaluate Performance In E-l...mentioning

confidence: 99%

Section: Rq1 -How Is Performance Operationalized In Literature In E-l...mentioning

confidence: 99%

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Oluwadele,

Singh,

Adeliyi

2023

EJEL

View full text Add to dashboard Cite

show abstract

“…Ketika dilakukan screening dan pembatasan pada aspek: tahun (2021), subject area (social science), tipe dokumen (artikel), dan tipe sumber/source type (jurnal), ditemukan sebanyak lima artikel jurnal dan uniknya adalah semua artikel merupakan bidang sosial sains yang mengarah pada pendidikan kesehatan. Lima dokumen spesifik yang dimaksud adalah: 1) virtual role-playing simulation as clinic: a model for experiential learning of critical thinking skills (Arunachalam et al, 2021); 2) simulation clinical practice education that combines virtual reality effects on clinical thinking disposition and clinical practice performance (Hwang & Chun, 2021); 3) transitioning child health clinical content from direct care to online instruction (Kubin et al, 2021); 4) direct measurement of veterinary student learning outcomes for the NAVMEC professional competencies in a multi-uservirtual learning environment (Espitia et al, 2021); dan 5) development and assessment of an online virtual orthodontic curriculum (Liu et al, 2021).…”

Section: Hasil Dan Pembahasanunclassified

Meta-Analisis Simulasi Virtual dalam Pembelajaran untuk Mendukung Berpikir Kritis

Ismail¹

2021

B : JIB

View full text Add to dashboard Cite

This study aims to conduct an analysis based on available data sources (meta-analysis) on the trend of using virtual simulations in learning to support critical thinking. The SCOPUS database was used as the data source in this study. This meta-analysis study was conducted in December 2021 by including the keywords “virtual, simulation, learning, and critical thinking” in the search documents section on the SCOPUS page. In the initial search, 112 documents were found, this includes all “subject areas, documents, and source types” and in the range from 1999 to 2021. Not a single document was found under 1999. The subject areas included are social sciences, computer science, and others (a total of 23 subject areas). Contains 8 documents and source types (articles, conference papers, book chapters, and others). The results are documented in (.csv) and (.ris) files. The files are processed using Microsoft Excel for document graphic visualization by year, print screens of SCOPUS data sources for document types and subject areas, and comprehensive analysis of quantitative data displayed on SCOPUS data sources. Finally, the results in this study show that the research trend of virtual simulation in learning to support critical thinking has penetrated in many fields. The assessment of SCOPUS primary data sources shows journal articles as the most “document and source type” (50%) followed by conference papers and others. In addition, social science is the most document “subject area” (28.2%) followed by computer science and others.

show abstract

A phenomenological exploration of experience of Syrian dentists with online Course “Traumatic dental injuries”

Dashash,

Alkhadragy,

Scanlan

2024

Heliyon

View full text Add to dashboard Cite

Development and assessment of an online virtual orthodontic curriculum

Cited by 9 publications

References 16 publications

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Meta-Analisis Simulasi Virtual dalam Pembelajaran untuk Mendukung Berpikir Kritis

A phenomenological exploration of experience of Syrian dentists with online Course “Traumatic dental injuries”

Contact Info

Product

Resources

About