ArticleIndian journal of pharmacology2016
Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis.
Article in Indian journal of pharmacology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Digital Learning to Improve Safe and Effective Prescribing: A Systematic Review.Clinical pharmacology and therapeutics · 2019Pooled it
- Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.Clinical and experimental dental research · 2024Article
- Article
- A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia.Medical science educator · 2022Article
- Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review.Medical science educator · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesBlended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student's reflection regarding blended learning in dental pharmacology. SUBJECTS AND
methodsA cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3 STATISTICAL ANALYSIS: Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke.
resultsThe four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions.
conclusionsBlended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology.
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Registered trials
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