scholarly journals Effectiveness of technology-enhanced learning in Endodontic education: a systematic review and meta-analysis

2018 ◽  
Vol 52 (2) ◽  
pp. 181-192 ◽  
Author(s):  
V. Nagendrababu ◽  
S. J. Pulikkotil ◽  
O. S. Sultan ◽  
J. Jayaraman ◽  
J. A. Soh ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

2017 ◽  
Vol 9 (2/3) ◽  
pp. 126 ◽  
Author(s):  
María Jesús Rodríguez Triana ◽  
Luis P. Prieto ◽  
Andrii Vozniuk ◽  
Mina Shirvani Boroujeni ◽  
Beat A. Schwendimann ◽  
...  
Keyword(s):  
Systematic Review ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

2020 ◽  
Vol 84 (7) ◽  
pp. 830-839
Author(s):  
Maria C. de C. Berry ◽  
Joao M. M. Neto ◽  
Maria Isabel de C. Souza ◽  
Carlos Marcelo da S. Figueredo ◽  
Vanessa Reher ◽  
...  
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Pam Nicoll ◽  
Sandra MacRury ◽  
Hugo C van Woerden ◽  
Keith Smyth
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Care Professionals ◽  
Current Evidence ◽  
Learner Satisfaction ◽  
Average Score ◽  
Technology Enhanced Learning ◽  
Current Evidence Base ◽  
Enhanced Learning ◽  
Satisfaction Surveys

BACKGROUND Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. OBJECTIVE We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. METHODS This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. RESULTS The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. CONCLUSIONS There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.

scholarly journals Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

2017 ◽  
Vol 9 (2/3) ◽  
pp. 126 ◽  
Author(s):  
Denis Gillet ◽  
Adrian Holzer ◽  
Beat A. Schwendimann ◽  
Mina Shirvani Boroujeni ◽  
Andrii Vozniuk ◽  
...  
Keyword(s):  
Systematic Review ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Assuring best practice in technology-enhanced learning environments

2015 ◽  
Vol 23 ◽  
Author(s):  
Mike Keppell ◽  
Gordon Suddaby ◽  
Natasha Hard
Keyword(s):  
Best Practice ◽  
Meta Analysis ◽  
Good Practice ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Australian Government ◽  
Technology Learning ◽  
Learning And Teaching ◽  
Educational Networks ◽  
Enhanced Learning

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.Keywords: technology; learning and teaching; higher education; best practiceCitation: Research in Learning Technology 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

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