Using e‐learning to train dentists in the development of standardised oral health promotion interventions for persons with disability

Abstract

The results indicate that the online training course helped participants to increase self-efficacy and to provide interventions in institutions. This study could have implications for both undergraduate and postgraduate dental education in France.

Use of Learning Analytics Data in Health Care–Related Educational Disciplines: Systematic Review (Preprint)

“…Two studies reported only the length of time students spent on certain e-learning activities such as e-learning animations [24] and game-based platforms [25] However, 10 studies used both the number of connections and length of time spent on the elearning activity by students [12,[26][27][28][29][30][31][32][33][34] (e.g. number of connections to the e-platform and the accumulative time spent completing the online modules [26], or connections and time on pages…”

“…number of connections to the e-platform and the accumulative time spent completing the online modules [26], or connections and time on pages…”

“…handouts, book chapters, journal articles, slides) [12,18,[20][21][22][23][26][27][28][29], onlinetests/quizzes [20,22,23,26,[29][30][31][32][33], and URL links to external online resources [20,22,23,29].…”

“…Five studies did not include objective learning outcomes [18,21,26,28,29]. Among these five papers, one reported self-efficacy perceptions from students [26] while another paper mentioned it did monitor assessments and students completed exams [18] but did not subject this data to any statistical analysis.…”

“…Among these five papers, one reported self-efficacy perceptions from students [26] while another paper mentioned it did monitor assessments and students completed exams [18] but did not subject this data to any statistical analysis. The remaining four papers did not include any learning outcome variables in the study designs.…”