Mobile learning in dentistry: challenges and opportunities

Khatoon, Binish; Hill, Kirsty; Walmsley, Anthony D.

doi:10.1038/s41415-019-0615-x

Cited by 34 publications

(24 citation statements)

References 36 publications

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“…This important finding has been discussed in the literature and could have serious implications for dental education [ 8 ]; hence, dental students and professionals need additional training and education to search for evidence-based information effectively. In a recent study, Khatoon et al demonstrated that dental students might not be competent in the skills and experience required to scrutinise the information shared online [ 28 ]. With the current dramatic move to online education and the imminent surge in the adoption of digital technologies to disseminate educational contents due to the COVID-19 pandemic, such crucial training has become a necessity [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

et al. 2021

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Aims: This study aimed to identify the risk factors of using DSM to provide an insight into the inherent implications this has on dental professionals in practice and trainee professionals’ education. Materials and methods: Twenty-one participants (10 dental professionals and 11 undergraduate and postgraduate dental students) participated in this qualitative study using semi-structured interviews in a dental school in the UK. The interviews were analysed and categorised into themes, some of which were identified from previous literature (e.g., privacy and psychological risks) and others emerged from the data (e.g., deceptive and misleading information). Results: The thematic analysis of interview transcripts identified nine perceived risk themes. Three themes were associated with the use of DSM in the general context, and six themes were related to the use of DSM in professional and education context. Conclusions: This study provided evidence to understand the risk factors of using DSM in dental education and the profession, but the magnitude of these risks on the uptake and usefulness of DSM needs to be assessed.

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Section: Discussionmentioning

confidence: 99%

Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

et al. 2021

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“…However, how little do we know about their ability to discern and recognize between evidence-based information and unsupported materials? Academic institutions should be aware of this imminent challenge and prepare the teachers and clinical instructors to provide proper guidance to their students about using mobile technology and searching for online information (25).…”

Section: E-learning In Dentistry: a Panoramic Viewmentioning

confidence: 99%

E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

Chavarría‐Bolaños

Gómez-Fernández

Dittel-Jiménez

et al. 2020

Odovtos - Int J Dent Sc

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While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

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“…Some educators even ban using mobile devices during the lessons as they consider that they can serve as the way of deceiving a teacher during the test or as a factor of distracting attention from educational material. High cost of professional network resources and Learning Management Systems (LMS) does not contribute to the mass introduction of advanced educational technologies as well [1,5,17].…”

Section: Introductionmentioning

confidence: 99%

Formation of Research Competence of Students by Means of Mobile Education

Galustyan

Borozdin

Pleshakov

et al. 2020

Int. J. Interact. Mob. Technol.

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The article outlines the need of reforming the higher education system, which should be aimed at educating graduates who are able to coordinate their future professional activities independently by means of mobile education. The authors conclude that this is impossible without the formation of research competence of students during their studies at the university. One of the main tasks of higher education is not only to present information to students, but to form the ability to obtain it independently, to be able to process it and to look for non-standard solutions. Motivational, communicative, reflexive, personal components within the structure of research competence are revealed in the article. The results of experimental work of formation of research competence of students by means of mobile education are presented. The authors conclude that educational activity becomes more continuous and motivated within formation of research competence of students by means of mobile education.

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Mobile learning in dentistry: challenges and opportunities

Cited by 34 publications

References 36 publications

Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

Formation of Research Competence of Students by Means of Mobile Education

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