Efficacy of smartphone-based Mobile learning versus lecture-based learning for instruction of Cephalometric landmark identification

Abstract

Background Considering the increasing popularity of electronic learning, particularly smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification. Methods This quasi-experimental interventional study evaluated 53 dental students (4th year) in two groups of intervention ( n = 27; smartphone instruction using an application) and control ( n = 26, traditional lecture-based instruction). Two weeks after the instructions, dental students were asked to identify four landmarks namely the posterior nasal spine (PNS), orbitale (Or), articulare (Ar) and gonion (Go) on lateral cephalograms. The mean coordinates of each landmark identified by orthodontists served as the reference point, and the mean distance from each identified point to the reference point was reported as the mean consistency while the standard deviation of this mean was reported as the precision of measurement. Data were analyzed using SPSS version 18 via independent sample t-test. Results No significant difference was noted between the two groups in identification of PNS, Ar or Go ( P > 0.05). However, the mean error rate in identification of Or was significantly lower in smartphone group compared with the traditional learning group ( P = 0.020). Conclusions Smartphone-based mobile learning had a comparable, and even slightly superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and may be considered, at least as an adjunct, to enhance the instruction of complicated topics. Trial registration number This is not a human subject research. https://ethics.research.ac.ir/ProposalCertificateEn.php?id=33714&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true .

Mobile applications in medical education: A systematic review and meta-analysis

“…The included studies consist of 27 RCTs, 1 cluster RCT, 8 quasi-experimental studies, 15 interventional cohort studies, and 1 cross-sectional study, which was published between 2011 and 2020. Major portion of the studies (36/52) were performed in developed countries namely USA (n = 10) [18,21,23,24,32,34,38,42,50,60], UK (n = 7) [37,43,44,[47][48][49]52], South Korea (n = 5) [53,[58][59][60][61], Brazil (n = 4) [15,25,40,45], Germany (n = 3) [17,19,63], Spain (n = 3) [29,55,56], Turkey (n = 2) [22,54], Chile (n = 2) [9, 51], while the remaining 10 studies were from France [16], Australia [20], China [27], Iran (n = 4) [14,28,30,41], Rwanda [57], India [33], Taiwan [35], Canada [36], Pakistan [8], Thailand…”

“…Among that, one RCT conducted by Noll et al, [17] compared the effectiveness of augmented reality mobile application vs. mobile application and concluded that augmented reality mobile application was more effective in increasing the knowledge level than mobile application without augmented reality. 8 studies [5 RCTs [16,23,[53][54][55], 1 quasi-experimental study [30], and 2 interventional cohort studies [32,63]] reported that mobile applications were not effective in improving knowledge among study participants. Among that, one RCT conducted by Kim et al, 2018 [53] compared the effectiveness of interactive mobile application vs non-interactive mobile application and concluded that there is no significant difference in the knowledge level improvement between the two groups.…”

Learning outcomes of a mobile application for dental infection control education

“…In addition, the experimental group attained significantly higher examination scores than the control group. The learning material in the mobile application concerning infection control knowledge included cephalometric landmark identification, dental treatment procedures, four‐handed techniques, and so on 6,7 . Researchers have reported that learning using mobile devices is effective in not only promoting learners’ motivation and learning participation but also in improving their knowledge 20 .…”

“…In a recent study, students majoring in dental healthcare were provided with education via a digital‐based mobile application rather than the traditional form, and the learning effect for the subject was found to be higher. In addition, students reported positive attitudes toward m‐learning 5–7 …”

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma

“…2,3 Learning with mobile technologies in educational activities, called m-learning, 4 provides learning environments supported by electronic devices such as smartphones, tablets and laptops. 5 In dentistry, mobile applications have been used to assist clinical practice and m-learning 4,6 due to its easy portability and instant access to information, especially in offline modes. 7,8 The literature has highlighted relevant results from the use of ICTs as auxiliary tools in the formation of knowledge and support in the learning of dentistry.…”