scholarly journals Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum

2016 ◽  
Vol 17 (12) ◽  
pp. 965-968 ◽  
Author(s):  
Benjamin Mahmoodi ◽  
K Sagheb ◽  
Ka Sagheb ◽  
P Schulz ◽  
B Willershausen ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Learning ◽  
Dental Education ◽  
Direct Determination ◽  
Dental Students ◽  
Learning Objectives ◽  
Study Materials ◽  
Clinical Case Studies ◽  
Dental Curriculum ◽  
E Learning

ABSTRACT Introduction Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. Materials and methods The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. Results These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. Conclusion The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. Clinical significance The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students. How to cite this article Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract 2016;17(12):965-968.

scholarly journals Menjaga Kualitas Pembelajaran Praktikum Pengolahan Data Secara Daring pada Mata Pelatihan Analisis dan Interpretasi Data

2021 ◽  
Vol 9 (1) ◽  
pp. 24-32
Author(s):  
Naily Kamaliah ◽  
Alpha Fadila Juliana Rahman
Keyword(s):  
Data Processing ◽  
Learning Strategies ◽  
Online Training ◽  
Learning Objectives ◽  
Training Data ◽  
Face To Face ◽  
Learning Platform ◽  
Quality Of Learning ◽  
E Learning

[MAINTAINING THE QUALITY OF LEARNING DATA PROCESSING PRACTICUM IN SUBJECT OF TRAINING DATA ANALYSIS AND INTERPRETATION]. Online learning during the SARS-CoV2 virus pandemic is a necessity in order to avoid the spread of the virus. But in its implementation, it becomes a challenge, especially in practicum learning. The implementation of online training is a response to the situation and conditions in the SARS-CoV2 virus pandemic which forces classical training to migrate to online training. The purpose of this study was conducted to find out what factors support the achievement of learning objectives, in classical learning, e-learning, and whether the learning strategies that have been applied in e-learning can maintain the quality of training. The instrument in this study was an assessment of the evaluation of learning from participants for the facilitator, on 3 waves of classical PPJFP and 3 waves of PPJFP e-learning, with a total of 126 training participants as respondents. Data processing and analysis were carried out by simple regression analysis, to find out the factors that influence the achievement of learning objectives; as well as an independent sample t-test to compare classical learning methods (face to face) and e-learning. The results showed that the systematic presentation of learning materials and the ability to present the material were the spearheads in the achievement of face-to-face learning. In synchronous learning through the E-learning Platform, aspects of how the facilitator answers questions are important points in learning through e-learning; and e-learning at the syncronus stage is able to maintain the quality of learning.

scholarly journals Dental students' Perception on the impact of E-learning in continuing dental education during the current pandemic scenario

2021 ◽  
Vol 13 (2) ◽  
pp. 61
Author(s):  
RupandeepKaur Samra ◽  
Ashutosh Nirola ◽  
Anupama Verma ◽  
Archana Nagpal ◽  
Malvika Thakur
Keyword(s):  
Dental Education ◽  
Dental Students ◽  
E Learning ◽  
The Impact

scholarly journals A Team-Based E-Learning Method for Clinical Education in the COVID-19 Pandemic.

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Sedighe Sadat Hashemikamangar ◽  
Mehrzad Gholampourdehaki
Keyword(s):  
Medical Education ◽  
Clinical Education ◽  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Dental Students ◽  
Learning Objectives ◽  
Learning Method ◽  
Knowledge Based ◽  
E Learning

Background: Following the emergence of the new coronavirus pandemic, e-learning seemed to be the first and best alternative to classroom-based medical education. The Learning Management System (LMS) is a key infrastructure requirement for the provision and progression of e-learning. Objectives: This brief report is about a team-based e-learning method for clinical education in the COVID-19 pandemic. Methods: A novel e-learning protocol was implemented for the instruction of knowledge-based part of practical operative dentistry course to third- and fourth-year dental students in NAVID LMS, and their satisfaction levels were evaluated. Results: More than 90% of the students mentioned that the method encouraged them to learn new topics and created a joyful learning experience for them. More than 80% reported that the method decreased their anxiety for learning practical topics during the COVID-19 pandemic. Conclusions: Implementation of such a team-based e-learning method can greatly help in the instruction of clinical topics.

scholarly journals The impact of the COVID-19 pandemic on undergraduate and graduate dental courses in Brazil

Work ◽  
2021 ◽  
pp. 1-9
Author(s):  
Hélen Kaline Farias Bezerra ◽  
Kamilla Karla Maurício Passos ◽  
Augusto César Leal da Silva Leonel ◽  
Paulo Rogério Ferreti Bonan ◽  
Hercílio Martelli-Júnior ◽  
...  
Keyword(s):  
Negative Impact ◽  
Dental Education ◽  
Demographic Data ◽  
Dental Students ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teaching Activities ◽  
E Learning ◽  
The Impact

BACKGROUND: The COVID-19 pandemic has raised challenges in adapting to teaching and learning methods in dental education. OBJECTIVE: This study aimed to evaluate the impact of the COVID-19 pandemic on the academic activities of undergraduate (UDG) and graduate (GD) dental students in Brazil. Additionally, students’ perceptions and attitudes toward teaching activities during this period were analyzed. METHODS: A nationwide cross-sectional survey was conducted with a sample of Brazilian UDG and GD dentistry students. Data were collected in 2020 through an online, self-administered, and anonymous questionnaire, which comprised 26 questions related to demographic data, activities of the college, family and individual student income, and attitudes and perceptions about e-learning during the pandemic. The data were tabulated and analyzed using descriptive statistics. RESULTS: The sample included 1,166 students (779 UDG and 387 GD). Among these, 425 (54.6%) UDG and 270 (69.8%) GD students remotely participated in teaching activities, of which 42.6% of the UDG considered their performance in e-learning to be bad or very bad and 49.8% of the GD regarded it as good or excellent. The survey also showed that 354 (45.4%) UDG and 102 (26.4%) GD expressed a desire to discontinue the course following the outbreak of the pandemic. Among the GD, 225 (58.4%) said that their experiments were completely interrupted. CONCLUSIONS: This study reveals the poor perception and performance of dental students regarding e-learning. Additionally, the findings suggest a negative impact of the pandemic on dental education in Brazil. Effective measures should be taken to mitigate these significant consequences.

scholarly journals Digital Undergraduate Education in Dentistry: A Systematic Review

2020 ◽  
Vol 17 (9) ◽  
pp. 3269 ◽  
Author(s):  
Nicola U. Zitzmann ◽  
Lea Matthisson ◽  
Harald Ohla ◽  
Tim Joda
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Dental Education ◽  
Dominant Role ◽  
Daily Practice ◽  
Surface Mapping ◽  
Web Based ◽  
Manual Search ◽  
Dental Curriculum ◽  
E Learning

The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.

E-Learning in der Nuklearmedizin

2010 ◽  
Vol 49 (04) ◽  
pp. 161-166 ◽  
Author(s):  
A. Nattland ◽  
G. Jonas ◽  
T. Beyer ◽  
A. Bockisch ◽  
L. S. Freudenberg
Keyword(s):  
Nuclear Medicine ◽  
Learning Strategies ◽  
Online Survey ◽  
Administrative Support ◽  
University Teaching ◽  
Free Text ◽  
University Hospitals ◽  
Learning Platform ◽  
Clinical Case Studies ◽  
E Learning

Summary Aim: To assess available e-learning concepts and programmes for nuclear medicine at university hospitals in Germany. Methods: All (34) departments of nuclear medicine at German university hospitals were asked to participate in an anonymized online survey. Questions were categorized into four topics: 1.) clinic and education; 2.) on-site strategies for e-learning; 3.) available e-learning offers and 4.) free text comments on experiences and expectations. All input was reviewed descriptively; free text was analyzed analytically. Results: The response rate was 56% (19/34). 13/19 responses indicated well-defined e-learning strategies, mainly to support frontal teaching courses. Future e-learning perspectives focus on clinical case studies with sufficient imaging materials. Only 7/19 university hospitals operate a centralized e-learning platform (e. g. Moodle). The acceptance of the available e-learning options by the students is considered relatively poor. Conclusions: Today e-learning concepts for nuclear medicine are available at selected university hospitals only. All responders wish to expand on e-learning but many report the lack of administrative support to do so. These data could be regarded as a basis for discussions of inter-university teaching scenarios.

scholarly journals The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic

2021 ◽  
Vol 18 (9) ◽  
pp. 4555
Author(s):  
Kacper Nijakowski ◽  
Anna Lehmann ◽  
Jakub Zdrojewski ◽  
Monika Nowak ◽  
Anna Surdacka
Keyword(s):  
Blended Learning ◽  
Dental Education ◽  
Modern Technology ◽  
Dental Students ◽  
Protective Equipment ◽  
Online Questionnaire ◽  
Social Contacts ◽  
Self Evaluation ◽  
Conservative Dentistry ◽  
E Learning

The COVID-19 pandemic has undoubtedly affected education at all levels, including medical and dental education. Our study aimed to assess the effectiveness of the blended learning in conservative dentistry with endodontics. The students had theoretical classes in a remote form (using the e-learning portal and Teams communicator) and practical classes with the participation of patients in the appropriate sanitary regime. The author’s survey was conducted among fourth-year dental students. The online questionnaire consisted of 5 parts: self-evaluation, evaluation of theoretical e-learning classes, evaluation of practical clinical classes, evaluation of safety, and evaluation of performed blended learning. The majority of respondents declared that their learning effectiveness increased during the pandemic. Most surveyed students preferred remote learning in asynchronous form (e-learning portals) to synchronous form (virtual meetings in real-time). All respondents described the provided personal protective equipment as sufficient or even as excessive. Our students were very satisfied with the proposed blended-learning model and would like to continue it even after the pandemic has ended. Among the advantages, they particularly mentioned the increase in efficiency and the individualised pace of learning, while the disadvantage was the limitation of social contacts. The appropriate use of modern technology can effectively revolutionise dental education.

Dental Students’ Performance in Detecting In Vitro Occlusal Carious Lesions Using ICDAS with E-Learning and Digital Learning Strategies

2018 ◽  
Vol 82 (10) ◽  
pp. 1077-1083 ◽  
Author(s):  
Luana S. Alves ◽  
Renata S. de Oliveira ◽  
Ângela Dalla Nora ◽  
Luiz Fernando Cuozzo Lemos ◽  
Jonas A. Rodrigues ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Dental Students ◽  
Digital Learning ◽  
Carious Lesions ◽  
E Learning

scholarly journals A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

2012 ◽  
Vol 6 (1) ◽  
pp. 182-187 ◽  
Author(s):  
Paul-Erik Lillholm Rosenbaum ◽  
Øyvind Mikalsen ◽  
Henning Lygre ◽  
Einar Solheim ◽  
Jan Schjøtt
Keyword(s):  
Clinical Pharmacology ◽  
Blended Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Traditional Approach ◽  
Online Communication ◽  
Dental Students ◽  
Learning Preferences ◽  
E Learning

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.

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