CBCT dose varies substantially depending on the device, FOV and selected technique factors. Effective dose detriment is several to many times higher than conventional panoramic imaging and an order of magnitude or more less than reported doses for conventional CT.
The purpose of this study was to determine if there was a significant difference in the diagnostic quality of the initial full-mouth series (FMS) exposed by first-year dental students after viewing a Computer Assisted Instruction (CAI) module on radiographic technique as compared to those who did not and to determine if students who used the CAI module expressed a preference to using it and would recommend its use prior to exposure. Fifty-nine first-year dental students were randomly selected and assigned to two groups (students who did not view a CAI CD and students who did) before exposing their initial FMS on a Dental X-ray Training and Teaching Replica (DXTTR ® ). For each radiographic series, a radiology faculty member determined the total number of error points based on performance criteria. The Wilcoxon Rank Sum Test was used to determine significance between the two groups, p = .05. After exposing the FMS, students in the second group completed a questionnaire to assess their preference for using the CAI CD. . Reprints will not be available.
Improvement of academic library services as an outcome of continuous assessment is an aim of libraries of higher education institutions. Academic libraries are realizing the need to document evidence of their value to the institutions and the patrons they serve. Publications that include assessment research are reaching library decision makers, who seek to apply evidence to improve services or implement best practices that benefit all stakeholders. Following two previous studies that reported longitudinally on front-line library services, this paper investigates current five-year trending of three prestigious academic library journals in the publication of assessment studies. Data for this study were drawn through a content analysis process, in which the investigators selected studies for inclusion using a set of criteria developed in a pilot exercise. After individually examining 649 research articles, published between 2012 and 2016, 126 met the study's selection criteria and were categorized according to the type of service they studied. Papers on information literacy instruction dominated, while reference services, technology, and general assessment studies saw less representation in the three journals. This finding reflects the priority placed upon information literacy instruction and describes how three American library journals are responding to current trends across academic libraries.
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