Development of a Mobile Device Optimized Cross Platform‐Compatible Oral Pathology and Radiology Spaced Repetition System for Dental Education

Al-Rawi, Wisam; Easterling, Wylie; Edwards, Paul C.

doi:10.1002/j.0022-0337.2015.79.4.tb05902.x

Cited by 23 publications

(14 citation statements)

References 14 publications

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“…Consistent with this study, there is evidence to show that learners who self‐engaged in active question‐based learning had improved outcomes in academic performance compared to passive methods . In addition, spaced repetition, the order in which questions are visited and how often they are reviewed, remains highly important for memory retention and improved academic performance . Specifically, this study utilized new and review questions that allowed users to be introduced to new content but also to review questions they had answered incorrectly more often than the questions they answered correctly.…”

Section: Discussionsupporting

confidence: 54%

“…Hard‐copy textbooks have historically been the gold standard; however, electronic media continues to grow with the newer generation of medical professionals . Smartphone, tablet, and web‐based presentation of question banks, readings, and clinical vignettes have been shown to be helpful in delivering educational content to trainees . For example, Hsueh et al recently published improvement in otolaryngology OTE performance for junior residents when using a mobile app platform that allowed primary literature resource sharing and associated multiple‐choice questions .…”

Section: Introductionmentioning

confidence: 99%

“…This technique has been shown to improve learning and change neurological synaptic connections within animal models . It has also been demonstrated to be helpful in knowledge retention with medical students and residents when delivered via email or online . Hsueh et al showed support for utilizing digital media in otolaryngology residencies; however, it did not utilize spaced repetition, which could further enhance educational performance.…”

Section: Introductionmentioning

confidence: 99%

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Mobile app technology is associated with improved otolaryngology resident in‐service performance

2018

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mobile app technology is associated with improved otolaryngology resident in‐service performance

2018

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“…Almost half of the empirical research articles (n = 48, 47%) did not explicitly mention a theoretical framework. In total, nine theoretical frameworks were mentioned in the remaining studies of which the Spacing effect (n = 40) and Testing effect (n = 31) were named most often. Other frameworks were Cognitive Load Theory (n = 4), Desirable Difficulties Theory (n = 2), Retrieval hypothesis (n = 2), Total‐time hypothesis (n = 2), Learning Theory (n = 1), Metacognitive Theory (n = 1) and Kolb's Experiential Learning Theory (n = 1).…”

Section: Resultsmentioning

confidence: 99%

Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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“…The results obtained from the study revealed that LC system provided excellent enhancement of learning by improving communication between teacher and student X DISCUSSION E-learning may be defined as any use of computers and networks in education in which the instructional content is delivered electronically as required by the learner [6]. The other synonyms used for e-learning are web-based learning, online learning, computerassisted instruction, computer-assisted learning, and Internet-based learning [14][15][16]. During the initial search process of the review many of the above-mentioned synonyms were used to get the maximum number of the articles about this specific topic.…”

Section: [13]mentioning

confidence: 96%

Application of E-learning in Dental Radiology Education at undergraduate level –a Systematic Review

Shetty

Halkai

et al. 2019

BDS

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With the increase in internet technology as well as the electronic content the web-based learning has become the desirable medium in the field of education. In medical, dental and allied health science education, the conventional method involves the use of textbooks, lectures, and images. But trends suggest that a change is poised in this field. Objective: the systematic review aims to evaluate the literature of studies about the application of the e-Learning methods in radiology education at the undergraduate level in comparison to conventional teaching-learning methods. Material and Methods: prominent scientific databases were searched for literature related to the application of e-Learning in undergraduate radiology education. The search keywords used for the search were- E-learning, dental radiology, oral radiology, undergraduate. English language full text of eligible article was systematically reviewed. Results: seven full text articles were obtained after scrutiny of the available literature. Most of the research work was carried out in the past decade and dental schools in different parts of the world. Almost all the studies showed that e-learning was as either equally effective or more effective when compared to conventional teaching in dental radiology. Conclusion: e-learning could be a suitable alternative to conventional teaching-learning method with significant improvement in student attitude and knowledge however, the influence of e-learning in improving the practical or clinical skills of dental radiography is still debatable.

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Development of a Mobile Device Optimized Cross Platform‐Compatible Oral Pathology and Radiology Spaced Repetition System for Dental Education

Cited by 23 publications

References 14 publications

Mobile app technology is associated with improved otolaryngology resident in‐service performance

Mobile app technology is associated with improved otolaryngology resident in‐service performance

Conceptualising spaced learning in health professions education: A scoping review

Application of E-learning in Dental Radiology Education at undergraduate level –a Systematic Review

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