Evaluation of technology-based learning by dental students during the pandemic outbreak of Corona virus disease 2019
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Evaluation of technology-based learning by dental students during the pandemic outbreak of Corona virus disease 2019
Introduction: Although the technology based learning (TB-learning) has been accepted as an efficient educational tool in the field of dentistry, evaluating TB-learning in a situation of non-prepared as the pandemic has not been studied fully. This study aimed to evaluate the different aspects of TB-learning among undergraduate dental students during a pandemic outbreak COVID-19.
Materials and Methods: Dental students at selected universities Iraq (Baghdad University, University of Sulaimani, and Dijlah University College) was invited to join the study. The questionnaire was made using the Google platform and answered by the students. Satisfaction and attitudes towards TB-learning plus the total evaluation score for the lecturer examined.
Results: A total of 832 of the 1,800 dental students participated in the study. The majority of participants had basic (40.7%) and medium (47.5%), computer skills and more than half of them do not have experience in TB-learning. Overall satisfaction and positive attitudes towards TB-learning is less than 50%.
Students in the class late, with advanced computer skills and experience of TB-learning showed higher satisfaction (OR: 3.031, 2.876, 3.644, respectively) and a more positive attitude (OR: 3.172, 3.035, 3.477, respectively) towards TB-learning compared to their previous value. total evaluation score for lecturers higher among women (11.5 ± 5.8) than men (9.9 ± 7.2) as well as between the participants at the end of the class (14.0 ± 6.2), with skills sophisticated computer (13.8 ± 6.1), and TB-learning experience (16.2 ± 6.0).
Conclusion: Dental students show low satisfaction moderate and positive attitudes towards TB-learning and the quality of the material presented to them. Integrating TB-learning into the curriculum of dental education is an important step in improving the acceptance of TB-learning in the future.
Evaluation of technology-based learning by dental students during the pandemic outbreak of Corona virus disease 2019
Stereoscopic three-dimensional visualization technology in learning anatomy: a meta-analysis
Objective: The features that contribute to the real effectiveness of the three-dimensional visualization technology [3DVT] in teaching anatomy is largely unknown. The purpose of this study was to perform a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT.
Methods: The study was conducted and reported in accordance with Standard PRISMA. Literature search for articles in English performed using Embase, Medline, EBSCOhost CINAHL, EBSCOhost ERIC, Cochrane CENTRAL, Web of Science and Google Scholar databases to November 2019. The study selection, data extraction and assessment studies were carried out independently by two authors. Articles were assessed for methodological quality using the Medical Education and Research Quality Study Instrument Cochrane Collaboration tool for assessing risk of bias. For quantitative analysis, the studies are grouped based on the relative difference between-intervention in the learning method and type of control conditions.
Results: A total of 3,934 citations obtained from which 67 underwent full-text review. In the end, 13 randomized controlled trials included in the meta-analysis. When interactive, stereoscopic 3D models compared with interactive, monoscopic 3D model in one level instructional design, for example, isolating stereopsis as manipulated element is only valid in experimental design, effect size [ES] of 0.53 (95% Confidence Interval [CI] 0, 26-.80; p <0.00001) was found.
Description: CRK, also known as p38, is a protein that in humans is encoded by the CRK gene. This gene is a member of an adapter protein family that binds to several tyrosine-phosphorylated proteins. It is mapped to 17p13.3. The protein participates in the Reelin signaling cascade downstream of DAB1. The product of this gene has several SH2 and SH3 domains (src-homology domains) and is involved in several signaling pathways, recruiting cytoplasmic proteins in the vicinity of tyrosine kinase through SH2-phosphotyrosine interaction. The N-terminal SH2 domain of Crk functions as a positive regulator of transformation whereas the C-terminal SH3 domain functions as a negative regulator of transformation. Two alternative transcripts encoding different isoforms with distinct biological activity have been described.
Compared with the 2D image in some level of instructional design, an effect size of 0.45 (95% CI 0.10 to 0.81; p <0.002) was found. Stereopsis no effect on learning when used with non-interactive 3D images (ES = – 0.87, 95% CI -2.09 – 0.35; p = 0.16).
