What Dental Educators Need to Understand About Emerging Technologies to Incorporate Them Effectively into the Educational Process

Stein, Corey D.; Eisenberg, Elise S.; O’Donnell, Jean; Spallek, Heiko

doi:10.1002/j.0022-0337.2014.78.4.tb05702.x

Cited by 24 publications

(17 citation statements)

References 29 publications

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“…Many students fail to see the educational value tools they use routinely for other purposes. Dental students associate social networking services with private discussions and not with dental school interactions 20 . Students should been given explicit guidance on how to make best use of social media in their education and set specific objectives 18 .…”

Section: Discussionmentioning

confidence: 99%

Teaching and learning Oral Radiology via the social medium WhatsApp

Santos¹,

Leite²,

Figueiredo³

et al. 2017

Rev ABENO

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Mídias sociais podem ser definidas como um grupo de aplicativos baseados em Internet que permitem a criação e troca de conteúdos gerados pelo usuário de forma bastante expandida. A facilidade de as mídias sociais serem acessadas em dispositivos móveis encoraja educadores da área de saúde a compartilhar nessas mídias conteúdos que vão além da sala de aula. O objetivo desse estudo foi introduzir a mídia social WhatsApp como uma ferramenta de ensino no curso de Radiologia Oral. Como segundo objetivo, as atitudes dos estudantes ao utilizar essa nova ferramenta durante a graduação em Odontologia foram avaliadas. No primeiro semestre de 2016, quizzes semanais foram disponibilizados em um grupo de discussão no WhatsApp, criado com 30 alunos do segundo ano de Odontologia da Universidade de Brasília. Os quizzes eram compostos por uma imagem radiográfica ou tomográfica de um caso clínico real e uma questão de múltipla escolha. Ao final do semestre, avaliou-se o comportamento dos estudantes por um questionário de satisfação. O estudo mostrou que os alunos têm atitude positiva em relação ao uso do WhatsApp e o consideraram útil para auxiliar o aprendizado de Radiologia Oral. Em conclusão, essa tecnologia é capaz de aprimorar a forma como os conteúdos são ensinados, desde que os educadores estejam preparados para desenvolver melhores ambientes de aprendizado e os estudantes estejam conscientes sobre o potencial uso das mídias sociais para educação.

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Section: Discussionmentioning

confidence: 99%

Teaching and learning Oral Radiology via the social medium WhatsApp

Santos¹,

Leite²,

Figueiredo³

et al. 2017

Rev ABENO

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“…The high number of undecided faculty members demonstrates a level of hesitancy we have observed at many dental schools. Digital reference libraries offer a number of advantages over printed books, including searchability, enhanced display of images, more frequent updates, ease of carrying large number of texts around, links to updated websites, and taking and sharing digital notes across multiple users; but those advantages are sometimes lost on faculty members who feel challenged by the array of digital opportunities 12 …”

mentioning

confidence: 99%

12‐Year Use of a Digital Reference Library (VitalBook) at a U.S. Dental School: Students’ and Alumni Perceptions

Spielman

Maas

Eisenberg

2017

Journal of Dental Education

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Digital textbooks are being used to reduce production and storage costs of printed copies, enhance usage, and include search capabilities, but the use of digital texts is not universally accepted. In 2001, the New York University College of Dentistry introduced a digital reference library, the VitalBook. Beginning in 2005, the college annually surveyed senior students and, from 2012, also surveyed alumni on their opinions and extent of use of the VitalBook. The aim of this study was to evaluate 12 years of students' perspectives and three years of alumni perspectives on the value of the VitalBook to their dental educational experience. Students were asked how frequently they used the VitalBook, if it was a good investment, if they would use it after graduation, and if they would recommend it to others. Alumni were asked the last three questions. This study reports the results from 4,105 students over 12 years (average response rate 95.3%) and 184 alumni over three years (average response rate 17.4%). The results indicated that students used the VitalBook on average 24% of their study time, but they were split regarding the other questions. The majority opinion in 2005 was negative on all questions. These opinions shifted to become more favorable to a peak in 2010, but declined since then to a more negative overall view of the VitalBook. A split opinion among students continued through 2016, with fewer recommending it although more considered it a good investment with plans to use it after graduation. Alumni mirrored their responses as students. These results suggest that, as more flexible and dynamic digitized reference systems emerge, the use of student-paid traditional digitized textbooks may become an even less favored choice.

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“…Many institutions of higher education have started adopting the use of electronic textbooks in their programming, and similar to attitudes identified in students, faculty have met the shift with mixed perceptions. In a study conducted by Stein et al, results revealed that faculty both supported and hesitated in their adoption of electronic textbooks.…”

Section: Introductionmentioning

confidence: 99%

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform

Pratt

Green

Rasmussen

et al. 2019

Int J Dental Hygiene

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Objective Transitioning to interactive e‐textbooks has been considered revolutionary for enhancing student learning. However, adopting this technology has been met with hesitation. This study investigates student and faculty attitudes and utilization of mandatory e‐textbooks in a dental hygiene program. Methods In 2017, an online questionnaire was distributed to students and a focus group was conducted with faculty to examine their perspectives about using VitalSource™. Using a 5‐point Likert scale with five indicating strongly agree, the questionnaire examined convenience; compatibility with learning style; perceived enjoyment; and usefulness. Open‐ended questions captured benefits and challenges. The focus group gathered faculty perspectives. Questionnaire data were analysed using descriptive statistics. Data from the open‐ended questionnaire questions and focus group transcript followed a narrative analysis process. Results Survey response was 48% (n = 105). Students scored all factors below neutral. Results from four categories showed convenience (M = 2.75, SD = 0.92); compatibility (M = 1.93, SD = 0.83); perceived effectiveness (M = 2.15, SD = 0.90); and perceived usefulness (M = 2.36, SD = 1.04). A high correlation between all factors suggests they were uniformly rated by students. Majority of students (71%) did not use a textbook greater than once a month. Narrative analysis revealed few benefits; challenges included technical glitches, eyestrain, cost and inability to choose books as desired. Faculty's perspectives aligned with the students, but they appreciated portability of texts and quality of clinical images. Conclusions Students strongly disliked the platform and the online medium and do not frequently access e‐textbooks but rely on PowerPoint handouts for studying. Faculty felt e‐textbooks do not align with positive learning experiences.

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What Dental Educators Need to Understand About Emerging Technologies to Incorporate Them Effectively into the Educational Process

Cited by 24 publications

References 29 publications

Teaching and learning Oral Radiology via the social medium WhatsApp

Teaching and learning Oral Radiology via the social medium WhatsApp

12‐Year Use of a Digital Reference Library (VitalBook) at a U.S. Dental School: Students’ and Alumni Perceptions

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform

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