Effizienter Erwerb chirurgischer Basistechniken durch „blended learning“

Rieger, Ulrich M.; Pierer, Karen; Farhadi, Jian; Lehmann, T; Roers, Benjamin; Pierer, Gerhard

doi:10.1007/s00104-008-1641-4

Cited by 15 publications

(13 citation statements)

References 3 publications

(1 reference statement)

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“…In a similar study in Basel University in Switzerland, the results showed that students in electronic learning group experienced 10% improvement in their level of knowledge compared with those in the traditional learning group [27]. This finding was in agreement with our results regarding knowledge enhancement in the smartphone learning group.…”

Section: Discussionsupporting

confidence: 91%

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Golshah

Dehdar

Imani

et al. 2020

Preprint

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Background: Considering the increasing popularity of electronic learning, particularly smartphone learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone learning versus lecture-based learning for instruction of cephalometric landmark identification.Methods: This quasi-experimental interventional study evaluated 53 dental students (4 th 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 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 learning had a comparable, and even superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and is recommended to enhance the instruction of complicated topics.

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Section: Discussionsupporting

confidence: 91%

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Golshah

Dehdar

Imani

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…In a similar study in Basel University in Switzerland, the results showed that students in electronic learning group experienced 10% improvement in their level of knowledge compared with those in the traditional learning group [35]. This nding was in agreement with our results regarding knowledge enhancement in the smartphone-based mobile learning group.…”

Section: Discussionsupporting

confidence: 90%

Efficacy of Smartphone-Based Mobile Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification 

Golshah

Dehdar

Imani

et al. 2020

Preprint

View full text Add to dashboard Cite

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.

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“…Interested patients will be given the complete patient information sheet and the consent form (full study documents pack). If they consent to participate, patients will be asked to fill out a questionnaire that includes tools for assessing smoking [55], risky drinking [56], physical activity [57], and dietary behaviour [70]. A screening form will be filled out by the researcher for each patient indicating if they have reached a threshold score on any of the instruments that could trigger intervention in UK general practice.…”

Section: Methodsmentioning

confidence: 99%

“…The 'context-bound learning method' is a bottom-up, adult learning, experiential approach that relies on clinicians themselves evaluating the importance of the issue and then reflecting on authentic case scenarios. We have also developed a self-directed blended [55,56] e-learning program http://www.3trials.net that allows learners electronic access to video-rich clinical challenges before and after face-to-face training [57,58]. This method has potentially wide applicability at low cost and may assist in maintaining change.…”

Section: Introductionmentioning

confidence: 99%

Preventing disease through opportunistic, rapid engagement by primary care teams using behaviour change counselling (PRE-EMPT): protocol for a general practice-based cluster randomised trial

et al. 2010

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BackgroundSmoking, excessive alcohol consumption, lack of exercise and an unhealthy diet are the key modifiable factors contributing to premature morbidity and mortality in the developed world. Brief interventions in health care consultations can be effective in changing single health behaviours. General Practice holds considerable potential for primary prevention through modifying patients' multiple risk behaviours, but feasible, acceptable and effective interventions are poorly developed, and uptake by practitioners is low. Through a process of theoretical development, modeling and exploratory trials, we have developed an intervention called Behaviour Change Counselling (BCC) derived from Motivational Interviewing (MI). This paper describes the protocol for an evaluation of a training intervention (the Talking Lifestyles Programme) which will enable practitioners to routinely use BCC during consultations for the above four risk behaviours.Methods/DesignThis cluster randomised controlled efficacy trial (RCT) will evaluate the outcomes and costs of this training intervention for General Practitioners (GPs) and nurses. Training methods will include: a practice-based seminar, online self-directed learning, and reflecting on video recorded and simulated consultations. The intervention will be evaluated in 29 practices in Wales, UK; two clinicians will take part (one GP and one nurse) from each practice. In intervention practices both clinicians will receive training. The aim is to recruit 2000 patients into the study with an expected 30% drop out. The primary outcome will be the proportion of patients making changes in one or more of the four behaviours at three months. Results will be compared for patients seeing clinicians trained in BCC with patients seeing non-BCC trained clinicians. Economic and process evaluations will also be conducted.DiscussionOpportunistic engagement by health professionals potentially represents a cost effective medical intervention. This study integrates an existing, innovative intervention method with an innovative training model to enable clinicians to routinely use BCC, providing them with new tools to encourage and support people to make healthier choices. This trial will evaluate effectiveness in primary care and determine costs of the intervention.Trial RegistrationISRCTN22495456

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Effizienter Erwerb chirurgischer Basistechniken durch „blended learning“

Cited by 15 publications

References 3 publications

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Efficacy of Smartphone-Based Mobile Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Preventing disease through opportunistic, rapid engagement by primary care teams using behaviour change counselling (PRE-EMPT): protocol for a general practice-based cluster randomised trial

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Effizienter Erwerb chirurgischer Basistechniken durch „blended learning“

Cited by 15 publications

References 3 publications

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

Efficacy of Smartphone-Based Mobile Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification&nbsp;

Preventing disease through opportunistic, rapid engagement by primary care teams using behaviour change counselling (PRE-EMPT): protocol for a general practice-based cluster randomised trial

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Efficacy of Smartphone-Based Mobile Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification