Using an audience response system to improve learning success in practical skills training courses in dental studies – a randomised, controlled cross‐over study

Wenz, Hans-Jürgen; Zupanic, Michaela; Klosa, Karsten; Schneider, Birte-Juliane; Karsten, Gudrun

doi:10.1111/eje.12071

Cited by 23 publications

(33 citation statements)

References 22 publications

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“…Other studies radiographically assessed only the length and density of root canal filling but omitted the taper variable [14–17]. We incorporated the taper variable defined by guidelines [18] and results were comparable to other research studying tapers [5, 14, 15, 19]. We observed adequate taper in 68.8% of root canals, a finding slightly less than the 71% reported by Román-Richon and colleagues, in which rotary files were used and 82% were reported by Fonseka and colleagues, of which the latter study only investigated single-rooted molars with wide versus narrow canals [15, 19].…”

Section: Discussionmentioning

confidence: 99%

Quality of Root Canals Performed by the Inaugural Class of Dental Students at Libyan International Medical University

Elemam

Majid

Groesbeck³

et al. 2015

International Journal of Dentistry

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Objective. The purpose of this study was to radiographically evaluate technical quality of root canal fillings performed by dental undergraduates at Libyan International Medical University in Libya. Methods. Root canal cases were treated at university dental clinic from the fall of 2012 to the fall of 2013 by the fourth and fifth year dental students. Students used step-back preparation and cold lateral compaction in the treatment. Radiographs were reviewed over a two-year period from initial procedure to final restoration. Radiographs were evaluated for adequacy or inadequacy by length, density, and taper. Length inadequacy was classified as short or overextended. Overall quality was considered “adequate” based on all three variables. Chi-square tested differences between teeth groupings and adequacy classification. Significant p value results were adjusted by Bonferroni correction. Results. Adequate length of root canal fillings were observed in roughly half of all samples (48.6%). Density was adequate in 75.8% of the samples. Taper was observed as adequate in 68.8%. Higher quality was evident in anterior teeth (plus premolars) versus molars (65.6% versus 43.3%, resp.; p < 0.04). Conclusion. Overall quality of endodontic treatment performed by undergraduate dental students was adequate in 53.9% of the cases. Significant opportunity exists to improve the quality of root canals provided by dental students.

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Section: Discussionmentioning

confidence: 99%

Quality of Root Canals Performed by the Inaugural Class of Dental Students at Libyan International Medical University

Elemam

Majid

Groesbeck³

et al. 2015

International Journal of Dentistry

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“…Real time interactive device are called many different names in instruction related literature; audience response system is the most frequently used (Hunsu, Adesope, & Bayly, 2016;Wenz, Zupanic, Klosa, Schneider, & Karsten, 2014), followed by electronic voting system (Cubric & Jefferies, 2015;Draper & Brown, 2004), electronic response system (Donovan, 2007;Ghosh & Renna, 2009), personal response system (Lin et al, 2013;Yeh & Tao, 2013), student response system (Hooker, Denker, Summers, & Parker, 2016;Jones, Antonenko, & Greenwood, 2012), clickers (Hwang, Wong, Lam, & Lam, 2015;King, 2011), classroom response system (Chien, Lee, Li, & Chang, 2015;Richardson, Dunn, McDonald, & Oprescu, 2015), interactive response system (Y. Kim et al, 2015;Slain, Abate, Hodges, Stamatakis, & Wolak, 2004), and instant response system (Chien, Chang, & Chang, 2016;Chien et al, 2015).…”

Section: Interactive Response System -Plickersmentioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science remedial teaching into practice in elementary schools. This research attempts to establish a new model of remedial teaching that utilizes remote asynchronous video-based instruction to carry out centralized remedial teaching with 3D television and interactive response system. We focused on fourth graders whose science ranking was at the bottom quarter and examined if their grades have improved. Centralized remedial teaching was implemented once a week during school's noon break and lasted for 40 minutes. The materials used, including the remedial 3D natural science lesson videos and interactive response test questions, were both produced by the university. They were transmitted through the Internet to elementary school teachers who played them on 3D television and students practiced and answered the questions in real time with plickers. Twenty fourth graders from different classes participated in remedial teaching for one semester; the average percentage of test grade ranking in natural science has progressed from 9.19% to 24.12% in their original classes. Previously, the average of T-score in natural science test was 35.80, and after remedial instruction, the T-score average was 42.39. The T-score average improvement is statistically significant (t=3.34, p = .003). The research revealed that this instructional model can improve learning outcome in natural science for underachieving fourth graders, and through the questionnaire, it was also known that the students liked this remedial teaching approach.

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“…11,[14][15][16][17][18][19][20][21] Interactivity has been demonstrated to increase motivation and keep the attention of students for longer. 1,2,6,22-26 Wessels et al demonstrated that students who had interactive lectures felt more attentive, and they felt that their knowledge acquisition improved.…”

Section: Discussionmentioning

confidence: 99%

“…2,14,17,18,[27][28][29][30][31][32][33][34] LAP provides instant feedback to students in the form of graphs which are displayed both to the students and lecturer. We believe this keeps the audience's interest better than traditional lecturers, and this was reflected in the survey responses ( figure 3B).…”

Section: Discussionmentioning

confidence: 99%

“…2 The advantage of this is that the lecturer is able to assess the number of correct answers, notice misunderstandings immediately, provide direct feedback and tailor their lecture to areas of weakness. 2,9,11,14,17,18,38,52 The ability to alter lectures based on class response is something that educators have been particularly positive about. 11,39,46,53 On the other hand, if the audience already has a full grasp of the subject the lecturer can move forward at an increasing rate.…”

Section: Discussionmentioning

confidence: 99%

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The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

Nevins¹,

Moori²,

Richards³

et al. 2017

MedEdPublish

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Using an audience response system to improve learning success in practical skills training courses in dental studies – a randomised, controlled cross‐over study

Abstract: The results indicate that the use of the ARS leads to better results in cognitive performance, especially where independent learning is required and should be encouraged. Weaker students in particular seem to benefit.

Cited by 23 publications

References 22 publications

Quality of Root Canals Performed by the Inaugural Class of Dental Students at Libyan International Medical University

Quality of Root Canals Performed by the Inaugural Class of Dental Students at Libyan International Medical University

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

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