Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial

We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students' pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.

Exploring the Performance of ChatGPT-4 in the Taiwan Audiologist Qualification Examination: Preliminary Observational Study Highlighting the Potential of AI Chatbots in Hearing Care

Background

Artificial intelligence (AI) chatbots, such as ChatGPT-4, have shown immense potential for application across various aspects of medicine, including medical education, clinical practice, and research.

Objective

This study aimed to evaluate the performance of ChatGPT-4 in the 2023 Taiwan Audiologist Qualification Examination, thereby preliminarily exploring the potential utility of AI chatbots in the fields of audiology and hearing care services.

Methods

ChatGPT-4 was tasked to provide answers and reasoning for the 2023 Taiwan Audiologist Qualification Examination. The examination encompassed six subjects: (1) basic auditory science, (2) behavioral audiology, (3) electrophysiological audiology, (4) principles and practice of hearing devices, (5) health and rehabilitation of the auditory and balance systems, and (6) auditory and speech communication disorders (including professional ethics). Each subject included 50 multiple-choice questions, with the exception of behavioral audiology, which had 49 questions, amounting to a total of 299 questions.

Results

The correct answer rates across the 6 subjects were as follows: 88% for basic auditory science, 63% for behavioral audiology, 58% for electrophysiological audiology, 72% for principles and practice of hearing devices, 80% for health and rehabilitation of the auditory and balance systems, and 86% for auditory and speech communication disorders (including professional ethics). The overall accuracy rate for the 299 questions was 75%, which surpasses the examination's passing criteria of an average 60% accuracy rate across all subjects. A comprehensive review of ChatGPT-4's responses indicated that incorrect answers were predominantly due to information errors.

Conclusions

ChatGPT-4 demonstrated a robust performance in the Taiwan Audiologist Qualification Examination, showcasing effective logical reasoning skills. Our results suggest that with enhanced information accuracy, ChatGPT-4's performance could be further improved. This study indicates significant potential for the application of AI chatbots in audiology and hearing care services.

Literature review on sexuality in the elderly: What is being taught and with what technologies

Chile is facing an increasingly aging population and, with it, changes in its demographic, epidemiological, and healthcare structure. As a result, the sexual health of the elderly is an emerging area at the social level and in healthcare systems. This research aims to identify general aspects of sexuality in the elderly and learn about educational content delivered to this group using digital technologies. To do this, we proposed a review of scientific literature on the subject between January 1st, 2018, and December 31st, 2022, in the databases Web of Science, MEDLINE/PubMed, LILACS, Cochrane, Scopus, and Google Scholar. The articles found, and the emerging information was analyzed. A total of 1573 articles were found, of which 21 papers were finally included, 11 with qualitative methodology, six quantitative, and four mixed. In addition, nine addressed the area of sexuality, and 12 focused on technological innovations for the elderly. Sexuality is a growing topic worldwide, carrying with it sociocultural beliefs associated with dogmatic opinions and myths, with discrimination against this age group, especially if they belong to sexual minorities. This group also has better access to new digital technologies that facilitate access to training, social integration, and timely healthcare. Scientific evidence shows that the sexuality of the elderly is a topic of global interest, invisibilized, with low education and training of healthcare workers. The latter are neither informed nor able to solve the reasons for consultation in the traditional way or with new digital health technologies.

Serious games are more than just games

Serious games (SG) or educational games are complete games designed for a specific purpose that fulfill both their classic function of entertainment and promote the learning of specific concepts or skills and optimize health care in general. In the pediatric setting, these games combine strategies to educate about health issues, promote healthy behaviors, provide therapy or medical treatment. SG have been shown to promote adherence to treatment in children with chronic diseases, reduce anxiety in those undergoing invasive medical procedures, and stimulate the development of cognitive, emotional, or psychomotor skills. However, it is important to emphasize that the success of SG in pediatrics depends to a large extent on game quality, their design based on clear objectives, and their accurate adaptation to the individual needs and preferences of patients.

Advancing dental care access for patients with disabilities: A global scoping review of predoctoral training

OBJECTIVE

To examine predoctoral training programs that address the unique needs of patients with special healthcare needs (SHCN) and provide an overview of current global training initiatives, while exploring innovative approaches to enhance dental students' preparation in managing SHCN patients.

METHODS

A scoping review (SR) was conducted focusing on three key concepts: dental education, pre-doctoral training, and intellectual disability/developmental disability. The search encompassed five databases including Medline, Embase, Dentistry and Oral Sciences Source (EBSCO), Global Health (EBSCO), and WHO Global Index Medicus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. EndNote and Covidence were utilized to prevent duplication and facilitate title/abstract screening.

RESULTS

After screening abstracts, a total of 2309 articles were initially identified with 28 articles meeting eligibility criteria for data extraction relevant to the research question. Two major categories characterized the key findings included in the review: 12 interventional studies and 16 perception-based studies.

CONCLUSION

This SR revealed that dental students are not adequately trained to treat special needs populations; consequentially, dental students lack confidence in providing high-quality care to this demographic. The absence of standardized training poses a global challenge, exacerbating care disparities. Addressing this issue is crucial to better prepare dental students and advance equitable access and quality care for underserved populations.

Problematization methodology's impact on nursing and medical students' knowledge about hypodermoclysis: quasi-experimental study

OBJECTIVE

to analyze the problematization methodology impact on the knowledge of nursing and medical students about hypodermoclysis.

METHOD

quasi-experimental study conducted with 22 undergraduate nursing and medical students from a public Brazilian higher education institution. The students participated in the educational intervention using the problematization methodology based on the Arch of Maguerez. A previously validated questionnaire was used to determin' the students' knowledge level about hypodermoclysis. This instrument was applied before and after the educational intervention. The results were compared by McNemar's test and Student's t test for paired samples.

RESULTS

when comparing the correct answers before and after the intervention, there was a significant increase in 75% of the questions (p<0.05), including theoretical and practical aspects of hypodermoclysis. The mean score on students' self-assessment of the ability to explain (0.9 versus 5.9 points) and perform hypodermoclysis (1.9 versus 5.0) was significantly higher after applying the problematization methodology (p<0.001).

CONCLUSION

the problematization methodology had a positive impact on the students' knowledge about hypodermoclysis. The number of correct answers after the educational intervention was higher than the initial assessment. The problematization methodology can be incorporated into the teaching-learning process of nursing and medical students for teaching procedures such as hypodermoclysis.

BACKGROUND

(1) The problematization methodology had a positive impact on students' knowledge.

BACKGROUND

(2) The number of correct answers after the educational intervention increased.

BACKGROUND

(3) Problematization can be incorporated into the teaching of nursing and medicine.

BACKGROUND

(4) The teaching-learning process through active methodologies should be encouraged.

BACKGROUND

(5) Problematization has the potential to develop cognitive and attitudinal skills.

Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students

INTRODUCTION

This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology.

MATERIALS AND METHODS

This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05.

RESULTS

There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups.

CONCLUSION

With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.

A novel approach for designing hands-on training programs using Quick Reference code-linked videos

Providing training on the proper use of technology in the context of a large number of learners and limited faculty availability is a constant challenge to dental schools. We found the implementation of a QR-code-based autonomous program design to be efficient and effective at providing trainees hands-on training with newly installed perioperative equipment.

A Mobile App to Promote Breastfeeding Self-Efficacy in Preterm Infants' Mothers: Development and Validation

Improving breastfeeding rates is a global goal. To achieve it, actions targeting modifiable factors that influence the breastfeeding experience, such as maternal self-efficacy, could be a promising path, especially with preterm infants' mothers. Considering the current ubiquitous technology, we developed a mobile application for mothers of preterm infants to constitute a breastfeeding information and support platform. The study was developed in three phases: a survey to determine characteristics and preferences of preterm infants' mothers; the app development by an interdisciplinary team, following the principles of Disciplined Agile Delivery; and the face and content validation by 10 professionals. The app contains 80 screens and 11 strategies to address prematurity, lactation, breastfeeding, peer support, maternal emotions, resilience, and motivation. Nurses can apply their expertise by designing mHealth-based interventions, employing scientific evidence, and considering the interests and preferences of the target population. Future studies will assess the user experience, the effect on breastfeeding self-efficacy, and breastfeeding rates, and develop a culturally adapted English version of the app for women in Canada.

Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence

The proliferation of generative artificial intelligence (AI) and its extensive potential for integration into many aspects of health care signal a transformational shift within the health care environment. In this context, medical education must evolve to ensure that medical trainees are adequately prepared to navigate the rapidly changing health care landscape. Medical education has moved toward a competency-based education paradigm, leading the Association of American Medical Colleges (AAMC) to define a set of Entrustable Professional Activities (EPAs) as its practical operational framework in undergraduate medical education. The AAMC's 13 core EPAs for entering residencies have been implemented with varying levels of success across medical schools. In this paper, we critically assess the existing core EPAs in the context of rapid AI integration in medicine. We identify EPAs that require refinement, redefinition, or comprehensive change to align with the emerging trends in health care. Moreover, this perspective proposes a set of "emerging" EPAs, informed by the changing landscape and capabilities presented by generative AI technologies. We provide a practical evaluation of the EPAs, alongside actionable recommendations on how medical education, viewed through the lens of the AAMC EPAs, can adapt and remain relevant amid rapid technological advancements. By leveraging the transformative potential of AI, we can reshape medical education to align with an AI-integrated future of medicine. This approach will help equip future health care professionals with technological competence and adaptive skills to meet the dynamic and evolving demands in health care.

Educational technologies for accident prevention due to falls in childhood: a scoping review

OBJECTIVES

to map evidence on educational technology use for accident prevention due to falls in childhood.

METHODS

a scoping review, carried out in October and November 2022, in the MEDLINE, Web of Science, BDENF and CINAHL databases and LILACS bibliographic index. There was no delimitation of language or time. Data were extracted and analyzed descriptively by two independent researchers. The research protocol was registered in the Open Science Framework.

RESULTS

twenty-six studies were selected. Booklets, pamphlets and leaflets were the most used technologies, presenting health services as the most frequent environment to develop research on fall prevention. The technologies developed were important outcomes: increased knowledge of children, family members, caregivers, health and education professionals.

CONCLUSIONS

educational technology use makes it possible to increase knowledge, adopt safe practices and reduce falls.

Tecnologias educacionais utilizadas para promoção do autocuidado de pessoas com diabetes mellitus: revisão integrativa

OBJECTIVE

To summarize the scientific productions that used educational technologies to promote self-care for people with diabetes.

METHOD

Integrative review carried out from October 2022 to January 2023, in the databases: LILACS; Scopus; Embase; PubMed/MEDLINE and CINAHL. The search was paired, and the sample consisted of ten articles. The levels of evidence were analyzed by the Hierarchy of Evidence for Intervention Studies, and the results were synthesized for interpretation of the findings.

RESULTS

The educational technologies identified to promote self-care were: mobile applications, interactive platforms, print, telemonitoring, video and simulation. The focus of the contents was on the promotion of foot care, prevention of neuropathy, self-management, knowledge, and expectation of people with diabetes and prevention of acute complications.

CONCLUSION

The synthesis of knowledge about educational technologies to promote self-care for people with diabetes pointed to the need for robust evidence.

Construction and validity of educational technology about the human papillomavirus vaccine for adolescents

OBJECTIVES

to construct and validate an educational technology in comic book format about the human papillomavirus vaccine aimed at adolescents.

METHODS

a methodological study, with a quantitative approach, through the agreement method. It was carried out in two phases: educational technology construction and content validity. Participants are expert judges in the health field. Data collection took place in a virtual environment, through a questionnaire. Data analysis was performed by calculating the Content Validity Index. A Content Validity Index of at least 80% was accepted.

RESULTS

the comic book's overall Content Validity Index was 82%, reaching the minimum limit established to be validated.

CONCLUSIONS

comics are fundamental in the teaching-learning process, aiming to catch adolescents' attention. Therefore, it is characterized as a valid tool to inform, in a playful manner, about the human papillomavirus vaccine.

Evaluation of the mobile application "Descomplicando a Amamentação" by family members of newborns

to evaluate the semantics, appearance and usability of the mobile application "Descomplicando a Amamentação" for family members of newborns.

applied methodological study, developed with 20 family members of newborns users of educational technology, including pregnant women, postpartum women and family members of newborns. An evaluation instrument containing questions about semantics and appearance was applied, in addition to the System Usability Scale to evaluate usability. In data analysis, the Agreement Index was used, with a cutoff point of 0.8 (80%).

when evaluating semantics and appearance, the application achieved a Global Agreement Index of 0.99 (99%), varying from 0.95 (95%) to 1.0 (100%) between the items evaluated. In usability, a global average of 93 was achieved, presenting the best usability achievable in all system characteristics.

the technology was considered understandable, relevant, and efficient, as well as easy to use and low inconsistency with high user satisfaction, demonstrating excellent potential for families.

Features of lexical complexity: insights from L1 and L2 speakers

We discover sizable differences between the lexical complexity assignments of first language (L1) and second language (L2) English speakers. The complexity assignments of 940 shared tokens without context were extracted and compared from three lexical complexity prediction (LCP) datasets: the CompLex dataset, the Word Complexity Lexicon, and the CERF-J wordlist. It was found that word frequency, length, syllable count, familiarity, and prevalence as well as a number of derivations had a greater effect on perceived lexical complexity for L2 English speakers than they did for L1 English speakers. We explain these findings in connection to several theories from applied linguistics and then use these findings to inform a binary classifier that is trained to distinguish between spelling errors made by L1 and L2 English speakers. Our results indicate that several of our findings are generalizable. Differences in perceived lexical complexity are shown to be useful in the automatic identification of problematic words for these differing target populations. This gives support to the development of personalized lexical complexity prediction and text simplification systems.

Educational technology on tuberculosis: construction shared with Primary Health Care nurses

OBJECTIVE

to develop, in a participatory way, an educational technology to assist nurses in the management of tuberculosis cases in Primary Health Care.

METHODS

methodological research with a qualitative approach. Data were collected between June and October 2022, in 25 Basic Health Units, with 41 nurses interviewed individually. Thematic content analysis was carried out to guide technology elaboration.

RESULTS

three empirical categories were organized, demonstrating the facilities and difficulties in tuberculosis management, the conceptions about educational technology as a facilitator of the teaching-learning process in Primary Health Care and participatory development of technology. Nurses were in favor of constructing an instructional guide technology, and made suggestions to encourage its creation and use in daily service routine.

FINAL CONSIDERATIONS

the participatory process made it possible to create technology to assist nurses in the teaching-learning process in Primary Health Care about caring for people with tuberculosis.

Construction and validity of educational technology in audiovisual media on premature newborn care

OBJECTIVES

to construct and validate an educational video storyboard about care for premature newborns at home.

METHODS

a methodological study, with the construction of an educational video storyboard, validated with 14 judges. Content was selected from scoping review. For data collection, a validated instrument was used. The criterion for validity was agreement greater than 80%, analyzed using the Content Validity Index.

RESULTS

the storyboard construction was guided by the Cognitive Theory of Multimedia Learning theoretical framework. Construction and validity took place from May to December 2020. The storyboard's final version lasted 10 minutes, and was validated in terms of objective, structure, presentation and relevance, with a Content Validity Index of 0.9.

CONCLUSIONS

the storyboard of the educational video proved to be valid and adequate for health promotion in developing care for premature newborns at home.

Construction and validity of a storyboard about breast cancer for women deprived of liberty

OBJECTIVES

to build storyboards based on health literacy about breast cancer for women deprived of liberty for later production of videos and e-books.

METHODS

a methodological study, construction and validity of storyboards with 10 expert judges. The Educational Content Validation Instrument in Health and the Suitability Assessment of Materials were used. For validity, an agreement criterion greater than 80% was considered, verified from the Content Validation Index, with 40-100% for suitability.

RESULTS

the storyboards' overall Content Validity Index was 0.99, combined with the measurement of suitability of 81% and readability percentage of 73.2, categorizing the material as superior and easy to read.

CONCLUSIONS

the educational technology built proved to be valid and reliable, and can be transformed into an e-book and video to promote self-care for women deprived of liberty.

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 (N = 115; nTreatment = 65) were flagged by their Chicago-area district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP (B = 3.85, CI = 0.57-7.13, p = .022, d = .24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population.

Effectiveness of a 3D simulation tool to teach the designing of metal removable partial dentures: A mixed-method study

INTRODUCTION

Acquiring insights into the framework design of metal-based removable partial dentures (mRPD) is a current challenge in dental education. The aim of the present study was to explore the effectiveness of a novel 3D simulation tool to teach designing mRPD by investigating the learning gain and the acceptance and motivation towards the tool of dental students.

MATERIALS AND METHODS

A 3D tool based on 74 clinical scenarios was developed for teaching the design of mRPD. Fifty-three third year dental students were randomly divided into two groups, with the experimental group (n = 26) having access to the tool during 1 week while the control group (n = 27) had no access. Quantitative analysis was based on a pre- and post-test in order to evaluate the learning gain, technology acceptance and motivation towards using the tool. Moreover, qualitative data was collected by means of an interview and focus group to get additional insights into the quantitative results.

RESULTS

Although the results showed a higher learning gain for students in the experimental condition, the study did not find a significant difference between both conditions based on quantitative results. However, during the focus groups, all students of the experimental group revealed that the 3D tool improved their understanding of mRPD biomechanics. Moreover, survey results revealed that students positively evaluated the perceived usefulness and ease of use of the tool and indicated to have the intention to use the tool in the future. Suggestions were made for a redesign (e.g. creating scenarios themselves) and further implementation of the tool (e.g. analysing the scenarios in pairs or small groups).

CONCLUSION

First results of the evaluation of the new 3D tool for teaching the design framework of mRPD are promising. Further research based on the design-based research methodology is needed to investigate the effects of the redesign on motivation and learning gain.

Do YouTube videos on microscopic varicocelectomy provide reliable information?

OBJECTIVE

This study aimed to assess the quality of YouTube videos about microscopic varicocelectomy.

METHODS

On November 20, 2022, a YouTube search for "Microscopic Varicocelectomy" was conducted. Non-English videos uploaded by producers for commercial purposes that lacked audio and subtitles were excluded from the study. A total of 50 videos were evaluated using the Journal of the American Medical Association Benchmark Score and the Global Quality Score, both of which are recognized internationally. Additionally, the researcher developed the Microscopic Varicocelectomy Score to evaluate the videos' technical content. The upload source, video length, number of views, likes, dislikes, and video power indexes were evaluated.

RESULTS

The Global Quality Score, Journal of the American Medical Association Benchmark Score, and Microscopic Varicocelectomy Score of the academically prepared videos were significantly higher than those of the physician-prepared videos (p<0.05). The Global Quality Score, Journal of the American Medical Association Benchmark Score, and Microscopic Varicocelectomy Score of uploaded videos with audio, audio, and subtitles were significantly higher than those with only subtitles (p<0.05). The video duration was positively correlated with Journal of the American Medical Association Benchmark Score, Global Quality Score, and Microscopic Varicocelectomy Score. The video power index had a strong positive correlation with the number of likes. Moreover, a strong positive correlation was observed, indicating that the Global Quality Score and Journal of the American Medical Association Benchmark Score increased as the Microscopic Varicocelectomy Score increased.

CONCLUSION

YouTube videos regarding microscopic varicocelectomy were of notably low quality. If the video content created by specialist physicians and academic centers is more meticulously organized, more accurate data can be transmitted. Consequently, viewing video content may not be advised based on the available data.

Construction and validity of an educational video to prevent immunization errors

OBJECTIVE

to construct and validate an orientation video, based on a low-fidelity clinical simulation scenario, to prevent immunization errors.

METHODS

a methodological study with video construction, validated in two stages by different audiences. Content was selected based on a realistic simulation scenario of the vaccine administration process to a patient-actor. Items with concordance greater than 0.8 and 0.6 were considered valid, verified using the Content Validity Index (CVI) and the Content Validity Ratio (CVR), respectively.

RESULTS

judges' CVI had an average of 97.5%, and CVR, 0.9, and health professionals' CVI, 95.4%, and CVR, 0.8. Successes in administering vaccines were addressed, such as careful reading of labels, double-checking the vaccine, distractions/interruptions and error reporting.

CONCLUSIONS

the video was constructed and validated in terms of content, and can be used in training professionals working in vaccination.

Development and Implementation of a Quick Response (QR) Code System to Streamline the Process for Fellows' Evaluation in the Pediatric Intensive Care Unit (PICU) and the Neonatal Intensive Care Unit (NICU) at a Large Academic Center

BACKGROUND/OBJECTIVE

Useful feedback and evaluation are critical to a medical trainee's development. While most academic physicians understand that giving feedback to learners is essential, many do not consider the components of feedback to be truly useful, and there are barriers to implementation. We sought to use a quick reader (QR) system to solicit feedback for trainees in two pediatric subspecialties (pediatric critical care and neonatal-perinatal medicine) at one institution to increase the quality and quantity of feedback received.

METHODS

New valuations were modified from the existing evaluations and imported into online systems with QR code capability. Each fellow was given a QR code linking to evaluations and encouraged to solicit feedback and evaluations in a variety of clinical settings and scenarios. Evaluation numbers and quality of evaluations were assessed and compared both pre- and post-intervention.

RESULTS

There were increases in the number of evaluations completed for both the pediatric critical care fellows and the neonatal-perinatal medicine fellows. There was no overall change in the quality of written evaluations received. Satisfaction with the evaluation system improved for both faculty and fellows of both training programs.

CONCLUSION

In our critical care units, we were successfully able to implement a QR code-driven evaluation for our fellows that improved access for the faculty and offered the ability of the learner to solicit evaluations, without compromising the number or quality of evaluations. What's new: Quick reader (QR) codes can be used by learners to solicit evaluations and feedback from faculty. They can increase the quantity of written evaluations received without affecting their quality.

Electronic periodontal tool integration to enrich clinical diagnosis

PURPOSE/OBJECTIVES

The objective of this study was to evaluate the effectiveness of an Electronic-Periodontal-Diagnosis-Tool (EPDT) to facilitate the formulation of a correct periodontal diagnosis and analyze students' perceptions of the use of the EPDT.

METHODS

Fifty Year-3 students who recently started their clinical training, were randomly assigned to two groups. Two clinical scenarios involving challenging periodontal diagnoses, each one with unique components, variables, and categories were distributed with specific instructions. The cases were analyzed to determine the correct periodontal diagnosis-half without the use of the EPDT and half with the use of the EPDT. A post-exercise discussion conducted by the faculty explained the answer rationales. The students completed an anonymous/voluntary survey to evaluate their perceptions. Statistical analysis using likelihood ratio chi-square tests and a generalized linear model evaluated whether the use of the EPDT resulted in higher percentages of correct diagnoses.

RESULTS

EPDT use resulted in a three times higher percentage of correct classifications than no tool use (48% versus 16%), which the investigators considered an important effect of the EPDT. The generalized-linear-model assessment confirmed that EPDT resulted in better classifications (p < 0.0001). The feedback about the perceptions of the EPDT was favorable.

CONCLUSION

Students using the EPDT resulted in higher percentages of correct diagnoses. The EPDT provided students with a useful framework to determine the correct periodontal diagnoses, which is essential in providing appropriate treatments.

Leveraging Large Language Models (LLM) for the Plastic Surgery Resident Training: Do They Have a Role?

Introduction  Large language models (LLMs) are designed for recognizing, summarizing, translating, predicting, and generating text-based content from knowledge gained from extensive data sets. ChatGPT4 (Generative Pre-trained Transformer 4) (OpenAI, San Francisco, California, United States) is a transformer-based LLM model pretrained on public data as well as data obtained from third-party sources using deep learning techniques of fine tuning and reinforcement learning from human feedback to predict the next text. We wanted to explore the role of LLM as a teaching assistant (TA) in plastic surgery. Material and Methods  TA roles were first identified in available literature, and based on the roles, a list of suitable tasks was created where LLM could be used to perform the task. Prompts designed to be fed in to the LLM (specifically ChatGPT) to generate appropriate output, were then created and fed to the ChatGPT model. The outputs generated were scored by evaluators and compared for interobserver agreement. Results  A final set of eight TA roles were identified where a LLM could be utilized to generate content. These contents were scored for usefulness and accuracy. These were scored independently by the eight study authors in a scoring sheet created for the study. Interobserver agreements for content accuracy, usefulness, and clarity were 100% for content generated for the following: interactive case studies (generation), simulation of preoperative consultations, and generation of ethical considerations. Discussion  LLMs in general and ChatGPT (on which this study is based) in specific, can generate answers to questions and prompts based on huge amount of text fed into the model for training the underlying language model. The answers generated have been found to be accurate, readable, and even indistinguishable from human-generated text. This capability of automated content synthesis can be exploited to generate summaries to text, answer short and long answers, and generate case scenarios. We could identify a few such scenarios where the LLM could in general be utilized to play the role of a TA and aid plastic surgery residents in particular. In addition, these models could also be used by students to obtain feedback and gain reflection which itself stimulates critical thinking. Conclusion  Incorporating LLMs into the educational arsenal of plastic surgery residency programs can provide a dynamic, interactive, and individualized learning experience for residents and prove to be worthy TAs of future.

Tablet-based versus presentation-based seminars in radiology: Effects of student digital affinity and teacher charisma on didactic quality

Aims

Tablets are being adopted as teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements.

Methods

Data from 366 students were collected. Student digital affinity, didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in the last semester, students additionally estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma.

Results

The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the presentation-based seminars proved superior with respect to academic performance as well as estimated learning gain. When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality. Additionally, good seminar organization, comprehensible learning objectives, and optimal variation of learning activities were identified as important factors.

Conclusion

This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.

Factors Affecting the Adoption of Teledentistry Based on the Unified Theory of Acceptance and Use of Technology Model

OBJECTIVES

The rise of teledentistry initiatives within the healthcare system is being recognized as healthcare institutions strive to decrease costs and enhance operational effectiveness. While previous research endeavors have examined various variables influencing the adoption of teledentistry, there exists a dearth of empirical studies that comprehensively investigate the success factors facilitating the acceptance of teledentistry. This research aimed to examine the factors that influence the behavioral intention of undergraduate dental students and interns to utilize teledentistry using the unified theory of acceptance and use of technology (UTAUT) as a theoretical framework.

METHODS

A cross-sectional survey study was conducted in early 2023. An online survey was emailed to Bachelor of Dental Surgery (BDS) students from the fourth to sixth years and interns (N = 199) at a dental school in Saudi Arabia. A total of 187 students have responded (response rate: 93.9%). The survey comprised questions and scales that measured the UTAUT constructs of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioral intentions (BI). The data were analyzed using SPSS version 28 (IBM Corp., Armonk, NY).

RESULTS

The findings of the study revealed that all UTAUT constructs had strong predictive power in relation to the BI in the decision to adopt teledentistry. Nevertheless, PE and EE were the salient factors. There was a statistically significant relationship between the UTAUT model and the BI, with the model explaining 60% of the variance in the BI (R2 = 0.606, P < 0.001).

CONCLUSION

The findings revealed that dental students' openness to teledentistry is influenced by their expectations for potential success, the level of work required, and the level of social pressure exerted on them. Thus, a number of different forms of support are required to boost teledentistry's uptake.

Audience Response System (ARS) Use in the SCORE (Surgical Council on Resident Education) Surgery Training Curriculum: A Mixed Methodology Study

Background Audience Response Systems (ARS) could help overcome the limitations of traditional lectures by providing interactivity, engagement, and assessment. The perception of ARS use in surgical education is not well documented. Objective Examine the use of an ARS in teaching This Week In SCORE (Surgical Council on Resident Education)sessions to general surgery residents and medical students. Methods  ARS was used at weekly SCORE question sessions in a new general surgery residency program by four residents, 97 medical students, and 20 faculty. The study employed a mixed quantitative and qualitative method: two separate 10-question surveys for faculty and trainees (49% response rate) and a focus group discussion that included one faculty member, two residents, and two students. Results In 85 (85%) responses, the faculty favored the use of ARS in SCORE. Among the total of 510 responses from 51 residents and students, 57% agreed with the favorable use of ARS, while 28% were neutral and, in 14% of cases, negative. A greater proportion of faculty and learners preferred ARS over traditional lectures. The focus group content analysis showed a positive effect and preference from learners and faculty. Engagement, thinking stimulation, and group participation were the most common positive comments. No significant negative influence on ARS use was reported. Conclusions The use of an ARS in This Week In SCORE ​​​sessions were preferred by most of the faculty and a majority of learners. The benefits are ease of use and stimulation of discussion. ARS has the potential for more widespread utilization in additional educational settings.

"Educational Material on HIV": validity of health educational technology for people living with HIV

OBJECTIVES

to validate the educational technology "Educational Material on HIV" (INPI - BR 10 2020 003765 0).

METHODS

a methodological study with 39 expert judges in HIV/AIDS, using a 5-point Likert scale for assessment. Data were tabulated, processed and analyzed through descriptive analysis. Cronbach's alpha and McDonald's omega tests were performed to analyze internal consistency, and the Intraclass Correlation Coefficient, for reliability. Agreement was established by a Level Content Validity Index greater than 0.90.

RESULTS

the assessment instrument showed high internal consistency (Cronbach's alpha of 0.89; McDonald's omega of 0.91) with reliable values. Based on the Intraclass Correlation Coefficient, judges' answers showed acceptable reliability, mean score 0.89 (p<0.001). Agreement among judges was greater than 0.90 in the three assessed dimensions (objectives, presentation and relevance).

CONCLUSIONS

the technology was considered a qualified and adequate tool by the judges regarding its objectives, presentation and relevance.

Interactive Learning: Online Audience Response System and Multiple Choice Questions Improve Student Participation in Lectures

Background and Objective Multiple Choice Questions (MCQs) are commonly used in medical education for formative and summative assessment. However, the use of MCQs as a pedagogical tool in lectures is an area that is yet to be fully explored. This study aimed to gather feedback on including MCQs in lectures using an Online Audience Response System (OARS). Methods This quasi-experimental study involved 114 first professional MBBS students. A lecture with strategically integrated MCQs was delivered in a traditional classroom setting. Students answered the ten MCQs and provided feedback via OARS using their mobile phones. The feedback included eleven questions about student engagement, attentiveness, and critical thinking skills. Students' perception of the advantages and limitations of OARS in lectures was also collected. Data are presented as percentages and median with an interquartile range. Results Higher levels of engagement were reported by 80% of students; 81% felt improvement in understanding of the learning objectives and lecture content; 5% felt that mobile phone usage caused distractions; 79% reported increased focus and concentration; 84% reported that MCQs promoted their critical thinking skills; 75% reported enhanced overall learning experience without causing any discomfort; 69% believed that asking questions individually by the instructor is less effective than MCQs with OARS; 83% felt motivated to come prepared with study material when MCQs were included in the lecture; 67% preferred an even distribution of MCQs throughout the lecture; 53% preferred six to ten MCQs per lecture. Conclusion This study suggests that integrating MCQs in lectures using OARS can be a valuable pedagogical strategy in medical education and can potentially improve the learning experience by enhancing student engagement, attentiveness, and critical thinking skills. However, educators should also be aware of the potential limitations and take steps to mitigate them.

Effects of educational technologies on the prevention and treatment of diabetic ulcers: A systematic review and meta-analysis

OBJECTIVE

to analyze the effects of educational technologies in the prevention and treatment of diabetic ulcers.

METHOD

a systematic review conducted in seven databases, a bibliographic index, an electronic library and the Gray Literature. The sample consisted of 11 randomized controlled clinical trials. The synthesis of the results was descriptive and through meta-analysis.

RESULTS

the predominant educational technologies were training sessions and verbal guidelines, with soft-hard technologies standing out. When compared to usual care, the educational technologies presented a protective factor to prevent the incidence of diabetic ulcers (RR=0.40; 95% CI=0.18-0.90; p=0.03) and the certainty of the evidence assessment was low. The educational technologies also had a protective factor to prevent the incidence of lower limb amputations (RR=0.53; 95% CI=0.31-0.90; p=0.02) and certainty of the evidence was very low.

CONCLUSION

soft-hard educational technologies such as structured verbal guidelines, educational games, lectures, theoretical-practical training sessions, educational videos, folders, serial albums and playful drawings, and hard technologies such as therapeutic footwear, insoles, infrared digital thermometer, foot care kits, Telemedicine app and mobile phone use, were effective for the prevention and treatment of diabetic ulcers, although more robust studies are required.

The digital edge: examining the relationship between digital competency and language learning outcomes

Introduction

Technology in education, including language learning, is on the rise. Digital competency is essential for teachers to effectively integrate technology and enhance language teaching. It enables access to authentic materials, interactive exercises, and collaboration opportunities. However, integrating technology poses challenges for teachers.

Objective

This empirical research aimed to investigate the impact of digital competency on language learning outcomes in the context of "smart education," which incorporates sustainable practices and digital technologies in the language classroom.

Methods

The study adopted a quantitative approach to collect and analyze data. The sample population for the study comprised of 344 language teachers at various language schools in a metropolitan city. The data collection carried out with a digital competency questionnaire. The data were analyzed using descriptive statistics and multivariate technique, i.e., structural equation modeling.

Findings

The study found that digital competency positively correlated with language proficiency outcomes. Participants with higher levels of digital competency achieved better language learning outcomes compared to those with lower levels of digital competency. Additionally, the study found that incorporating sustainable practices, such as digitalized learning materials and virtual classrooms, positively contributed to language learning outcomes. The findings of this study suggest that digital competency plays a vital role in language learning outcomes in the context of "smart education."

Discussion & Recommendation

Teachers should consider incorporating digital tools and sustainable practices into their language teaching to enhance language learning outcomes. The study recommends that language educators should focus on developing digital competency and integrating sustainable practices into their language classroom to promote effective language learning.

Methodologies used by Nursing professionals in the production of educational videos: An integrative review

OBJECTIVE

(1) The making of videos includes the pre-production, production and post-production phases. (2) Video is a powerful resource in the construction of knowledge and care practice. (3) The methods for making videos guarantee the quality of the content addressed. (4) Video enhances Nursing professionals' skills in the clinical practice. (5) Educational videos are essential in the training of Nursing professionals. to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos.

METHOD

an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form.

RESULTS

the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience.

CONCLUSION

the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

Effectiveness of telesimulation on cardiorespiratory arrest for nursing students

Objective

To evaluate the effectiveness of telesimulation on cardiorespiratory arrest to improve the performance of nursing students.

Methods

This was an experimental study, whose sample consisted of 30 undergraduate nursing students from a Brazilian university. It was structured from two groups: an experimental (n=15) and a control (n=15). For both groups, expository classes and skills training were held. For the experimental group, a virtual clinical simulation scenario was implemented. Before the beginning of the interventions, a pre-test was applied and, after the end of this, a post-test was applied to evaluate the students' gain of knowledge and skills.

Results

From the analysis of the total correct answers and the scores obtained in the pre-test and post-test, it was found that there was an improvement in the performance of both study groups. Regarding the averages of the points obtained, there was a statistically significant difference between the groups (p=0.001). The post-test score was significantly higher than the pre-test score in the intervention group (p=0.001).

Conclusion

The virtual scenario developed proved to be superior in improving the performance of nursing students in managing cardiorespiratory arrest when compared to traditional teaching methods.

Analysing the Applicability of ChatGPT, Bard, and Bing to Generate Reasoning-Based Multiple-Choice Questions in Medical Physiology

Background Artificial intelligence (AI) is evolving in the medical education system. ChatGPT, Google Bard, and Microsoft Bing are AI-based models that can solve problems in medical education. However, the applicability of AI to create reasoning-based multiple-choice questions (MCQs) in the field of medical physiology is yet to be explored. Objective We aimed to assess and compare the applicability of ChatGPT, Bard, and Bing in generating reasoning-based MCQs for MBBS (Bachelor of Medicine, Bachelor of Surgery) undergraduate students on the subject of physiology. Methods The National Medical Commission of India has developed an 11-module physiology curriculum with various competencies. Two physiologists independently chose a competency from each module. The third physiologist prompted all three AIs to generate five MCQs for each chosen competency. The two physiologists who provided the competencies rated the MCQs generated by the AIs on a scale of 0-3 for validity, difficulty, and reasoning ability required to answer them. We analyzed the average of the two scores using the Kruskal-Wallis test to compare the distribution across the total and module-wise responses, followed by a post-hoc test for pairwise comparisons. We used Cohen's Kappa (Κ) to assess the agreement in scores between the two raters. We expressed the data as a median with an interquartile range. We determined their statistical significance by a p-value <0.05. Results ChatGPT and Bard generated 110 MCQs for the chosen competencies. However, Bing provided only 100 MCQs as it failed to generate them for two competencies. The validity of the MCQs was rated as 3 (3-3) for ChatGPT, 3 (1.5-3) for Bard, and 3 (1.5-3) for Bing, showing a significant difference (p<0.001) among the models. The difficulty of the MCQs was rated as 1 (0-1) for ChatGPT, 1 (1-2) for Bard, and 1 (1-2) for Bing, with a significant difference (p=0.006). The required reasoning ability to answer the MCQs was rated as 1 (1-2) for ChatGPT, 1 (1-2) for Bard, and 1 (1-2) for Bing, with no significant difference (p=0.235). K was ≥ 0.8 for all three parameters across all three AI models. Conclusion AI still needs to evolve to generate reasoning-based MCQs in medical physiology. ChatGPT, Bard, and Bing showed certain limitations. Bing generated significantly least valid MCQs, while ChatGPT generated significantly least difficult MCQs.

Clinical simulation in health education: a systematic review

Objective

To summarize the most recent scientific evidence on the usefulness and implementation of simulation training programs for health science students.

Methods

A search and systematic review were conducted of the literature through the use of the PRISMA guidelines using the terms MESH Simulation AND healthcare AND Professional Training, including 42 articles.

Results

The bibliometric analysis revealed that most of the studies were local in nature, that is, conducted in a single center, or in a few centers in the same region, from the English-speaking world, and using a mixed methodology with pre/post-test measurements. As for the educational aspects, most of the studies were conducted at universities or in the area of continuous education, used multidisciplinary teams as the student target, and used role-playing games as the simulation method. Also, these programs were especially successful in the acquisition of competencies, such as teamwork, communication, and trust.

Conclusion

Clinical simulation is a teaching methodology implemented in the last twenty years, mainly in English-speaking countries; it utilizes techniques for its execution and assessment that have been validated in contrasted in many scientific studies, and lastly, it was also observed that it is useful for providing training on general competencies for multidisciplinary groups.

Amigos de Fibro (Fibro Friends): validation of an e-book to promote health in fibromyalgia

BACKGROUND

Educational strategies are necessary for the care of patients with fibromyalgia. The objective was to develop and validate an e-book to promote the health of individuals with fibromyalgia.

METHODS

Methodological research in which, initially, through a bibliographic survey, the available publications on the subject were analyzed. Then, this knowledge was used to build the theoretical content addressed, and the art and layout of the e-book were elaborated. In the third phase, validation of the constructed material, content specialists (n = 23), technicians (n =  23) and design specialists (n = 23), and individuals with fibromyalgia (n = 45) evaluated the e-book through the Delphi technique. For data collection, different questionnaires were used, according to the evaluation focus of each participant group, analyzed for reliability using Cronbach's Alpha (αC) and agreement using the Content Validity Index (CVI).

RESULTS

In the global assessment of agreement from all groups of judges, the CVI presented a considerable minimum: content (0.79), technical (0.89), design (0.92), and target audience (0.97). Regarding reliability, all groups also had a αC within the acceptable range: content (0.960), technical (0.963), design (0.977), and target audience (1.08).

CONCLUSIONS

The e-book was developed and validated in terms of content and relevance and can be used to promote the health of individuals with fibromyalgia.

The Promotion of Hearing Health through Wikipedia Campaigns: Article Quality and Reach Assessment

This case study examined the feasibility, reach, and potential impact of using Wikipedia as a tool for hearing health promotion. Activities involved editing existing Portuguese-language Wikipedia hearing health articles, as well as translating English-language hearing health articles to Portuguese during the Wiki4WorldHearingDay2019 and Wiki4YearOfSound2020 online campaigns. The Wikipedia efforts that took place in Brazil were carried out by 10 volunteer undergraduate students in Speech-Language Pathology and Audiology at the Federal University of Santa Catarina, in Brazil. Among new and existing Wikipedia articles, the group edited 37 articles, which attracted more than 220,000 views during the set tracking period. Students were responsible for 60% of the Portuguese-language edits during the Wiki4WorldHearingDay2019 campaign and more than 90% of the Portuguese-language edits during the first half of the Wiki4YearOfSound2020 campaign. Moreover, the quality indexes for pages either created or edited were improved in all situations by registering an increase rate ranging from 33% to 100%. Wikipedia-centered activities expanded the availability of quality scientific content, written in plain language, to the public. Students worked together in order to select topics, assess existing information, validate it, create new content, and share information-steps that contributed to the mission of health promotion and knowledge dissemination for the benefit of society.

Incorporation of podcast as an adjunctive study material for national board examination: A preliminary study

BACKGROUND

In 2020, higher education embraced alternative content delivery to provide academic instruction to accommodate for the pandemic. Although this adaptation of content delivery was temporary for some, the uses of YouTube videos, Podcast, and distance learning have been an increasingly desired format for students. The transition of the traditionally two-part National Board Dental Examination into a one-part, integrating biomedical, behavioral, and clinical sciences initiated in 2018 started with limited study resources. This study hypothesized that podcast would be a useful format for Integrated National Board Dental Examination (INBDE) review. The study's purpose was to evaluate the students' perspective of podcasts as INBDE supplemental review resource.

METHODS

Seven episodes, 10-15 min long, case-based clinical scenario podcasts were recorded. Students and faculty reviewed academic content and accuracy. Episodes were recorded and published on Spotify, Apple Podcasts, and Google Podcasts under the channel "Dental Study Bites" as INBDE review material. Listeners were invited to complete a 16-item Google form questionnaire. Respondents were deidentified, and descriptive analysis was performed.

RESULTS

Podcast episodes were played 256 times with 31 survey respondents. Listeners on Spotify represented seven different countries with 61.3% females and 38.4% males. Ninety percent of respondents found cases useful and helpful. Eighty-six percent found cases promoted learning and 90% believed podcasts could be useful in the dental curriculum.

CONCLUSION

The Dental Study Bites Podcast served as a helpful and useful method to deliver instructional content. The use of podcast offers flexible means for students to review instructional materials and can be created inexpensively.

Rubric development and peer review for predoctoral dental education

PURPOSE

This article outlines a process and template for developing rubrics that can be shared across predoctoral dental education programs.

METHODS

The rubrics were developed using a peer-review process for incorporating clinical skills and professional behaviors required for predoctoral dental students in their development of competent independent practice.

RESULTS

This article shares the process, templates, and rubrics that were developed for a new predoctoral dental program. These rubrics can be implemented across various educational settings including didactic curriculum, preclinical, clinical, and extra-mural educational experiences. Successful rubric implementation requires the identification of a software and its key features.

CONCLUSION

These rubrics are presented with the intent to share among dental education institutions looking to identify novel ways for longitudinal student assessment. These rubrics also offer the opportunity for collaborative use among various dental schools.

Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy

The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.

Huế dental students' use and perception of an online dental learning platform: A pilot study

PURPOSE/OBJECTIVES

Online educational materials are growing in use, and dental students worldwide can benefit from higher quality and more accessible online supplemental resources. This study was created to evaluate the learning resources non-English speaking dental students desire and to pilot My Dental Key (MDK), an English, evidence-based, online dental educational platform.

METHODS

Third to sixth year dental students at the Huế University of Medicine and Pharmacy were asked to pilot MDK over a 5-week period and were invited to answer three surveys throughout the study. A preliminary survey was given to gauge the participants' (n = 209) preferences regarding the use of English-based dental educational resources. Participants (n = 58) completed a presurvey prior to accessing MDK. After the 5-week period, participants (n = 38) were given a postsurvey to evaluate the platform's effectiveness as a supplemental educational resource.

RESULTS

Overall, we found that: (1) students desire credible online supplemental resources in addition to current resources provided by their school, (2) the multimodal content that MDK provides is a strength that bridges language barriers (3) participants perceived that the content on MDK would help them in class and when treating patients.

CONCLUSIONS

Improving the quality of online supplemental dental resources will have the capability to progress the current educational landscape, and further resources should be created to best serve the global dental community.

A Serious Game About Hematology for Health Care Workers (SUPER HEMO): Development and Validation Study

BACKGROUND

Complete blood count (CBC) and hemostatic screening tests are among the most commonly prescribed blood tests worldwide. All health care workers (nurse practitioners, pharmacists, dentists, midwives, and physicians) are expected to correctly interpret the results in their daily practice. Currently, the undergraduate hematology curriculum consists predominantly of lecture-based teaching. Because hematology combines basic science (blood cells and hemostasis physiology) and clinical skills, students report that they do not easily master hematology with only lecture-based teaching. Having interviewed students at the University of Lorraine, we considered it necessary to develop new teaching approaches and methods.

OBJECTIVE

We aimed to develop and validate a serious game about CBC analysis for health care students. Our primary objective was to help students perceive hematology as being a playful and easy topic and for them to feel truly involved in taking care of their patients by analyzing blood tests. We considered that this game-based approach would be attractive to students as an addition to the classic lecture-based approach and improve their knowledge and skills in hematology.

METHODS

We developed an adventure game called SUPER HEMO, a video game in which the player assumes the role of a protagonist in an interactive story driven by exploration and problem-solving tests. Following validation with beta testing by a panel of volunteer students, we used a novel, integrated teaching approach. We added 1.5 hours of gaming to the standard curriculum for a small group of volunteer students. Physician and pharmacy students in their third year at a single French university were invited to attend this extracurricular course. Pregame and postgame tests and satisfaction surveys were immediately recorded. Final hematology exam results were analyzed.

RESULTS

A total of 86 of 324 physician students (26.5%) and 67 of 115 pharmacy students (58%) opted to participate. Median scores on the pre- and posttests were 6 out of 10 versus 7 out of 10, respectively, for the physician students, (P<.001) and 7.5 out of 10 versus 8 out of 10, respectively, for the pharmacy students (P<.001). At the final hematology evaluation, physician students who played SUPER HEMO had a slightly better median score than those who did not: 13 out of 20 versus 12 out of 20, respectively (P=.002). Pharmacy students who played SUPER HEMO had a median score of 21.75 out of 30; this was not significantly different from pharmacy students who did not play SUPER HEMO (20/30; P=.12). Among the participants who answered the survey (n=143), more than 86% (123/143) believed they had strengthened their knowledge and nearly 80% (114/143) of them had fun.

CONCLUSIONS

Feedback from this game session provided evidence to support the integration of interactive teaching methods in undergraduate hematology teaching. The development of SUPER HEMO is intended to be completed so that it can become a support tool for continuing education.

Student Pharmacists' Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum

This study aimed to assess third-year student pharmacists' perspectives regarding a virtually delivered research proposal course. A 23-item questionnaire was distributed to third-year student pharmacists enrolled in a research proposal course over three weeks in April 2021. The questionnaire contained 15 Likert-scale items, seven descriptive items, and a free-text item for additional comments about the course. Items were summarized using descriptive statistics. Fifty-four student pharmacists (response rate = 40.9%) participated in the survey. The student pharmacists surveyed generally had a positive perception of the virtually delivered research proposal course with median scores ≥ 4 (indicating agreement) for the majority (13/15) of survey items. Students did not agree that there was no difference in their motivation to succeed in the virtual course versus an in-person course and did not agree that they were more likely to pursue a career that involves undertaking a research project. This study found that student pharmacists generally had a positive perception of a virtually delivered research proposal course. These findings offer some support for the provision of an online, virtually delivered research proposal course for student pharmacists. Further research with a larger sample of students from multiple pharmacy schools is needed to improve the generalizability of the results.

Game-based learning in dental education

PURPOSE

The incorporation of interactive elements using technology increases student enjoyment and classroom learning effectiveness. This study investigated the usage of an online gamification platform in the dental school environment and compared game-based learning attitudes among students in different stages of their 4-year training program.

METHODS

A cross-sectional survey was conducted among dental medicine students in Years: 1 (Y1), 2 (Y2), 3 (Y3), and 4 (Y4) at a US-based dental school. The 11-item survey explored student perceptions on the effects of playing the Kahoots quiz game, using the 5-point Likert scale. Responses among male and female students were analyzed using the Mann-Whitney test, with responses of students in different years of dental school analyzed using the Kruskal-Wallis test.

RESULTS

Average student age was 25 (range 20-45 years) upon starting dental school. Of 206 study participants, n = 129 (63%) were males and n = 74 (36%) females, n = 70 (34.0%) were Y1; n = 52 (25.2%), Y2; n = 48 (23.3%), Y3; and n = 36 (17.5%), Y4. Males tried harder to answer game questions than females (p = 0.027). Compared to students in the upper 3 years, the Y1 students reported that they tried harder to win (p = 0.002), the games held (p = 0.002) and motivated them to pay attention (p < 0.001), helped them understand (p = 0.021) and to retain lecture concepts (p = 0.010), and aided in the preparation for exams (p = 0.010).

CONCLUSIONS

Dental students in all stages of their 4-year training programs, especially Y1 students, reported positive perceptions of gamified learning and believed that it was helpful in identifying difficult concepts and motivating them to study.

Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students

Our world is undergoing a series of changes that are taking it to an unsustainable situation. In addition to alerting the population, we must seek education towards a more sustainable world. This research proposes the realization in Alcoy (Spain) of some urban itineraries with mobile devices and with secondary school students, in order to promote an improvement in awareness and action on environmental problems. This activity aims, among other objectives, through informal learning and outside the classroom, to raise awareness among secondary school students about the environmental problems that threaten us. With the completion of a questionnaire, after carrying out these urban itineraries, the results of 214 students confirm that, with this type of activity, there is a notable improvement in the level of awareness and concern for environmental problems. It is also detected that men prefer these types of environmental awareness tests, compared to women, who prefer tests that have a more creative and artistic theme. It is worth continuing to propose this type of activity among students and improve their approach by forecasting, planning, and improving the training of the teachers involved in it.