ArticleDento maxillo facial radiology2018
Smartphone use and schema-based learning in dentomaxillofacial radiology practice: a case report from one College of Dentistry.
Article in Dento maxillo facial radiology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
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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
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 10 citations in OpenAlex.
- Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students-A Systematic Review and Meta-Analysis.BioMed research international · 2021Pooled it
- Influence of clinical experience in detecting calcifications of the head and neck region on panoramic radiographs: an app-based evaluation.Annals of medicine and surgery (2012) · 2024Article
- The use of digital dental photography in an Eastern European country.Medicine and pharmacy reports · 2022Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis study investigates the students' satisfaction and awareness of competency towards smartphone use and schema-based learning in dental radiology practice.
methodsThird year students undertaking a dental radiology practicum at a dental school were divided into two groups: one group received traditional clinical training, whereas the other group used smartphones in classes and received new training using schema assignments. At the end of the course, students' satisfaction with the training and self-awareness of their competency were surveyed, and their achievement was assessed.
resultsAlthough students' satisfaction with smartphone-based training was generally high, it was less than that of students trained by traditional instruction. However, most students that received smartphone-based training had higher self-scored competency before than after training. The smartphone group scored higher on true/false or multiple-choice questions, whereas the traditional group scored higher on short-answer questions.
conclusionsSmartphone education with schema based assignment proved to be attractive in dental radiology, but students showed less satisfaction, and need to meet the requirements of evidence-based practice. Although the full use of smartphone education with schema is not recommended in dental education, we think that it could be try to use as a supplementary approach with traditional didactic method to facilitate student's exploration and self-study to cope with rapid change in educational environment.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.