The use of independent, interactive media for education in dental morphology.
The use of independent, interactive media for education in dental morphology.
复制标题
使用独立的交互式媒体进行牙齿形态学教育。
作者：
M. Maggio;Karina Hariton;J. Gluch
教育研究人员主张增加新技术来加强或取代传统的牙科教育模式，以更有效地吸引和吸引新一代的牙科学生。二维和三维互动媒体技术现在可用于实施课程，以教授下一代范例。本研究的目的是分析引入一个独特的，在线的，完全独立的学习模块的牙齿形态教学，完全取代传统的课堂教学的主题，并确定其使用和参数之间的关系，描述成功学习牙齿形态。特别是，作者假设，新手，临床前牙科学生可以学习牙齿形态独立和有效的方式。三分之一的2010-11年牙科学生的一年级班给予了一个独立的，互动的媒体模块的牙齿形态的指令。班上的其余成员通过课堂讲座体验了传统课程。在单元结束时，对两组学生进行了笔试和调查。主要的研究结果是，独立的，互动的媒体模块是一样有效的传统的课堂方法，成功传播牙齿形态学的基础知识;独立的研究小组表现出显着更好的教学考试;在线模块积极参与的学生;和学生更喜欢互动的媒体模块，但不认为它作为一个传统的课程完全取代。
Educational researchers have argued for the addition of new technologies to enhance or replace traditional dental education modalities to more effectively engage and appeal to the new generation of dental students. Two- and three-dimensional interactive media technology is now available for implementation into curricula to teach to a next-generation paradigm. The purpose of this study was to analyze the introduction of a unique, online, totally independent learning module for dental morphology instruction, completely replacing the traditional classroom teaching of the topic, and to determine the relationship between its use and parameters depicting success in learning dental morphology. In particular, the authors hypothesized that the novice, preclinical dental student can learn dental morphology independently and efficiently this way. One-third of a 2010-11 first-year class of dental students were given an independent, interactive media module for the instruction of dental morphology. The remaining members of the class experienced the traditional course with classroom lectures. At the end of the module, a written examination and survey were given to both groups. The major findings were that the independent, interactive media module was just as effective as the traditional classroom method for successful dissemination of foundational knowledge in dental morphology; the independent study group performed significantly better on the didactic examination; the online module positively engaged the students; and students preferred the interactive media module but did not regard it as a total replacement for the traditional course.
为口腔保健提供者制定和评估饮食失调二级预防的网络培训计划。
影响因子：
2.3
作者：
Debate,RitaD;Severson,Herbert;Zwald,MarissaL;Shaw,Tracy;Christiansen,Steve;Koerber,Anne;Tomar,Scott;Brown,KelliMcCormack;Tedesco,LisaA
通讯作者：
Tedesco,LisaA
为牙科学生开发和评估交互式戒烟 CD-ROM 教育计划。
影响因子：
2.3
作者：
Gordon,JudithS;Severson,HerbertH;Seeley,JohnR;Christiansen,Steve
通讯作者：
Christiansen,Steve