scholarly journals Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jie Zhang ◽  
Jiawei Xing ◽  
Min Zheng ◽  
Jie Sheng ◽  
Kailiang Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Virtual Simulation ◽  
The Other ◽  
Control Group ◽  
Group V ◽  
Significant Difference ◽  
Jaw Model ◽  
Theoretical Assessment ◽  
Preclinical Training

Abstract Background The current study explored the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. The study also sought to explore effectiveness of VR in periodontal preclinical training and determine adequate performance mode in basic periodontal education to improve future preclinical training strategies. Methods Sixty volunteer sophomores and juniors from the stomatology department in Lanzhou university were enrolled to the current study. Participants were randomly assigned into four groups (each group, n = 15) including the traditional jaw model group (Group J) which was the control group, virtual reality group (Group V), virtual-jaw group (Group V-J), and jaw-virtual group (Group J-V). Participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Participants further underwent a total 8 h of operation training and completed a second theoretical assessment. Performance of participants was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. Results The findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). Conclusion The findings show that combination of virtual reality and jaw model during periodontal preclinical training increases students’ grades and improves acquiring of professional skills. Findings from the current study indicate that the jaw model should be applied prior to virtual reality to ensure high efficacy.

scholarly journals Comparative study on the effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

2021 ◽  
Author(s):  
Jie Zhang ◽  
Jiawei Xing ◽  
Min Zheng ◽  
Jie Sheng ◽  
Kailiang Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Clinical Training ◽  
Virtual Simulation ◽  
The Other ◽  
Control Group ◽  
Group V ◽  
Significant Difference ◽  
Jaw Model ◽  
Theoretical Assessment

Abstract Background To compare the effect of virtual simulation and jaw model on the development of pre-clinical periodontal skills in undergraduate students and to improve future pre-clinical training strategies. Methods Sixty volunteer sophomores and juniors from the stomatology at Lanzhou University were enrolled in the current study and randomly divided into four groups: Jaw model (Group J, the control group), Virtual reality (Group V), Virtual-Jaw (Group V-J), and Jaw-Virtual (Group J-V). All of the participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Then, they obtained total 8 hours of operation training and completed a second theoretical assessment. Their performance was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. Results There was no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The second theoretical scores of the V-J and J-V group (60.00 ± 4.47, 58.33 ± 4.35) were significantly improved as compared with the first theoretical scores (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were higher than those in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). Additionally, the scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved as compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). Conclusion The combination of virtual reality and jaw model during periodontal pre-clinical training may improve students’ grades and help them develop professional skill. More importantly, we suggest that the jaw model should be applied prior to virtual reality.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

scholarly journals Comparative Evaluation of Immediate Bond Strength to Bleached Enamel Following Application of Various Antioxidant Solutions

2017 ◽  
Vol 05 (02) ◽  
pp. 084-089
Author(s):  
Alisha Dhingra ◽  
Ashu Gupta ◽  
Anshu Minocha ◽  
Nayantara Sen
Keyword(s):  
Bond Strength ◽  
Shear Bond Strength ◽  
Grape Seed Extract ◽  
Grape Seed ◽  
Seed Extract ◽  
The Other ◽  
Sodium Ascorbate ◽  
Group V ◽  
Group I ◽  
Significant Difference

Abstract Aim: The aim of this study was to compare the reversal of shear bond strength of composite to bleached enamel immediately after bleaching followed by application of various antioxidant solutions. Material and Methods: Seventy central incisors were divided into seven groups. Groups I and II served as unbleached and bleached controls respectively. Groups III, IV, V, VI and VII served as the experimental groups and were subjected to 37.5% hydrogen peroxide bleaching followed by 10 min application of 10% sodium ascorbate, 25% alpha-tocopherol, 6.5% grape seed extract, 5% lycopene and 5% green tea extract respectively. Following composite bonding, shear bond strength was determined and the results were analyzed using ANOVA followed by Post Hoc Multiple Comparisons test. Results: The bond strength values for Group I (positive control) were maximum and significantly different than all the other groups except Grape seed extract group (Group V). When compared to Group II (bleached control), all the groups showed significantly higher bond strength. Significant difference in the bond strength values were seen between Group III (10% sodium ascorbate) and Group V. Also values for Group V were significantly different from Group VI (5% lycopene). All the other values showed insignificantly different results. Conclusion: All the antioxidant solutions improved the shear bond strength values after bleaching but only Grape seed extract application reversed the values to the non bleached levels. Lycopene was least effective. Other antioxidants showed comparable results.

scholarly journals Corneal Biomechanical Parameters and Central Corneal Thickness in Glaucoma Patients, Glaucoma Suspects, and a Healthy Population

2021 ◽  
Vol 10 (12) ◽  
pp. 2637
Author(s):  
Mª. Ángeles del Buey-Sayas ◽  
Elena Lanchares-Sancho ◽  
Pilar Campins-Falcó ◽  
María Dolores Pinazo-Durán ◽  
Cristina Peris-Martínez
Keyword(s):  
Central Corneal Thickness ◽  
Corneal Thickness ◽  
Mean Difference ◽  
The Other ◽  
Control Group ◽  
Healthy Population ◽  
Diagnostic Categories ◽  
Significant Difference ◽  
Biomechanical Parameters ◽  
The Mean

Purpose: To evaluate and compare corneal hysteresis (CH), corneal resistance factor (CRF), and central corneal thickness (CCT), measurements were taken between a healthy population (controls), patients diagnosed with glaucoma (DG), and glaucoma suspect patients due to ocular hypertension (OHT), family history of glaucoma (FHG), or glaucoma-like optic discs (GLD). Additionally, Goldmann-correlated intraocular pressure (IOPg) and corneal-compensated IOP (IOPcc) were compared between the different groups of patients. Methods: In this prospective analytical-observational study, a total of 1065 patients (one eye of each) were recruited to undergo Ocular Response Analyzer (ORA) testing, ultrasound pachymetry, and clinical examination. Corneal biomechanical parameters (CH, CRF), CCT, IOPg, and IOPcc were measured in the control group (n = 574) and the other groups: DG (n = 147), FHG (n = 78), GLD (n = 90), and OHT (n = 176). We performed a variance analysis (ANOVA) for all the dependent variables according to the different diagnostic categories with multiple comparisons to identify the differences between the diagnostic categories, deeming p < 0.05 as statistically significant. Results: The mean CH in the DG group (9.69 mmHg) was significantly lower compared to controls (10.75 mmHg; mean difference 1.05, p < 0.001), FHG (10.70 mmHg; mean difference 1.00, p < 0.05), GLD (10.63 mmHg; mean difference 0.93, p < 0.05) and OHT (10.54 mmHg; mean difference 0.84, p < 0.05). No glaucoma suspects (FHG, GLD, OHT groups) presented significant differences between themselves and the control group (p = 1.00). No statistically significant differences were found in the mean CRF between DG (11.18 mmHg) and the control group (10.75 mmHg; mean difference 0.42, p = 0.40). The FHG and OHT groups showed significantly higher mean CRF values (12.32 and 12.41 mmHg, respectively) than the DG group (11.18 mmHg), with mean differences of 1.13 (p < 0.05) and 1.22 (p < 0.001), respectively. No statistically significant differences were found in CCT in the analysis between DG (562 μ) and the other groups (control = 556 μ, FHG = 576 μ, GLD = 569 μ, OHT = 570 μ). The means of IOPg and IOPcc values were higher in the DG patient and suspect groups than in the control group, with statistically significant differences in all groups (p < 0.001). Conclusion: This study presents corneal biomechanical values (CH, CRF), CCT, IOPg, and IOPcc for diagnosed glaucoma patients, three suspected glaucoma groups, and a healthy population, using the ORA. Mean CH values were markedly lower in the DG group (diagnosed with glaucoma damage) compared to the other groups. No significant difference was found in CCT between the DG and control groups. Unexpectedly, CRF showed higher values in all groups than in the control group, but the difference was only statistically significant in the suspect groups (FHG, GLD, and OHT), not in the DG group.

The Effects of Virtual Reality on Upper Extremity in Patients with Obstetric Brachial Plexus Injury

2021 ◽  
Author(s):  
Havva Ezgi Karas ◽  
Emine Atıcı ◽  
Gamze Aydın ◽  
Mert Demirsöz
Keyword(s):  
Virtual Reality ◽  
Brachial Plexus ◽  
Upper Extremity ◽  
Brachial Plexus Injury ◽  
Control Group ◽  
Nintendo Wii ◽  
Significant Difference ◽  
Obstetric Brachial Plexus ◽  
Conventional Physiotherapy ◽  
Obstetric Brachial Plexus Injury

AbstractThe present study aimed to examine the effects of playing Nintendo Wii games on upper extremity functions compared with conventional physiotherapy, in children with obstetric brachial plexus injury (OBPI). Twenty-two patients with brachial plexus injuries were enrolled. The patients were divided into two groups by simple randomization. The control group (conventional physiotherapy group [CTG]: n = 11) received conventional physiotherapy for 6 weeks (40 minutes per day, for 4 days per week). The study group, called Nintendo Wii group (NWG; n = 11), received conventional physiotherapy as well as tennis, baseball, and boxing games with Nintendo Wii on days when there was no physical therapy. The upper extremity range of motion (ROM) was evaluated using a digital goniometer, motor function was assessed using the Active Movement Scale (AMS), and shoulder functions were assessed with the Mallet Scoring System (MSS). Virtual reality treatment had a positive effect on shoulder flexion, forearm pronation, wrist flexion, ROM, and functionality (p < 0.05). There was a significant improvement in shoulder abduction and shoulder external rotation in the CTG (p < 0.05). There was no significant difference in the MSS values of either groups (p > 0.05). As per the AMS, in the NWG, the shoulder internal rotation increased significantly (p < 0.05). Nintendo Wii treatment used in addition to conventional physiotherapy may be effective in increasing upper extremity functions in children with OBPI. Clinical Trials Number NCT04605601.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals The Effect of Virtual Reality on Preoperative Anxiety: A Meta-Analysis of Randomized Controlled Trials

2020 ◽  
Vol 9 (10) ◽  
pp. 3151
Author(s):  
Chang-Hoon Koo ◽  
Jin-Woo Park ◽  
Jung-Hee Ryu ◽  
Sung-Hee Han
Keyword(s):  
Virtual Reality ◽  
Randomized Controlled Trials ◽  
Pediatric Patients ◽  
Meta Analysis ◽  
Random Effect Model ◽  
Preoperative Anxiety ◽  
Control Group ◽  
Controlled Trials ◽  
Randomized Controlled ◽  
Significant Difference

Virtual reality (VR), a technology that provides a stimulated sensory experience, has recently been implemented in various fields of medicine. Several studies have investigated the efficacy of VR on preoperative anxiety. The purpose of this meta-analysis was to validate whether VR could relieve preoperative anxiety in patients undergoing surgery. Electronic databases were searched to identify all randomized controlled trials (RCTs) investigating the effect of VR on preoperative anxiety. The primary outcome was defined as the preoperative anxiety scores. We estimated the effect size using the standard mean difference (SMD) with a 95% confidence interval (CI) using a random effect model. Ultimately, 10 RCTs, with a total of 813 patients, were included in the final analysis. Preoperative anxiety was significantly lower in the VR group than in the control group (SMD −0.64, 95% CI −1.08 to −0.20, p = 0.004). In a subgroup analysis, the preoperative anxiety scores were lower in the VR group than in the control group in pediatric patients (SMD −0.71, 95% CI −1.14 to −0.27, p = 0.002), whereas a significant difference was not observed between the two groups in adult patients (p = 0.226). The results of this meta-analysis indicated that VR could decrease preoperative anxiety, especially in pediatric patients.

scholarly journals The Effect of the round house strategy on the achievement of physical concepts at the ninth grade in Jordan: فاعلية استراتيجية البيت الدائري في إكساب المفاهيم الفيزيائية لطالبات الصف التاسع في الأردن

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Rida Ali Alsous
Keyword(s):  
Secondary School ◽  
Ninth Grade ◽  
The Other ◽  
Control Group ◽  
Average Performance ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of the study was to clear-out the effect of the round house strategy on the achievement of physical concepts at the ninth grade. The study consisted of (48) students at the Jufa Secondary School for girls for the second semester 2018/2019, distributed randomly to two divisions in the same school, one of which was experimental and the other experimental. This study found that there was a statistically significant difference in the post-test in the students' acquisition of physical concepts at (α = 0.05) between the average performance of the experimental group studied using the circular house strategy and obtained an average of (19.70), and the control group studied in the usual way and obtained Average (14.63), in favor of the experimental group. In light of these results, the researcher recommended using the circular house strategy because of its importance in gaining physical concepts among students. In light of these results, the researcher recommended using the round house strategy and its role in acquiring physical concepts in demand

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

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