Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review

作     者：Abu Arqub, Sarah Waleed, Mahdi Al-Abedalla, Khadijeh Iverson, Marissa G. Uribe, Flavio 

作者机构：Univ Florida Dept Orthodont Gainesville FL USA Univ Jordan Sch Dent Dept Oral Maxillofacial Surg Oral Med & Periodont Amman Jordan Univ Connecticut Hlth LM Stowe Lib Farmington CT USA Univ Connecticut Hlth Dept Craniofacial Sci Div Orthodont Farmington CT USA 

出 版 物：《EUROPEAN JOURNAL OF DENTAL EDUCATION》 (欧洲牙医学教育杂志)

年 卷 期：2023年第27卷第3期

页      面：729-745页

核心收录：

学科分类：0401[教育学-教育学] 1003[医学-口腔医学] 1002[医学-临床医学] 100212[医学-眼科学] 10[医学] 

主　　题：education orthodontics students technology-enhanced learning 

摘      要：Objectives Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. Materials and Methods The search comprised randomised controlled trials (RCTs) related to orthodontics interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick s 4-level evaluation model was used to evaluate educational outcomes. Results A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. Conclusion Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.