Young-A Ji1, You-Mee Lee2, Hyun-Dae Lim2, Won-Jong Park2, Ji-Hye Jung2, Je-Woo Lee2, Byung-Do Lee2. 1. 1 Center for Innovative in Dental Education, School of Dentistry, Seoul National University , Seoul , South Korea. 2. 2 College of Dentistry, Research Institute of Dental Education, Wonkwang University , Iksan, Jeollabuk-do , South Korea.
Abstract
OBJECTIVES: This study investigates the students' satisfaction and awareness of competency towards smartphone use and schema-based learning in dental radiology practice. METHODS: Third 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. RESULTS: Although 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. CONCLUSIONS: Smartphone 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.
OBJECTIVES: This study investigates the students' satisfaction and awareness of competency towards smartphone use and schema-based learning in dental radiology practice. METHODS: Third 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. RESULTS: Although 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. CONCLUSIONS: Smartphone 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.
Authors: Alexander Maniangat Luke; Simy Mathew; Sam Thomas Kuriadom; Jeny Mary George; Mohmed Isaqali Karobari; Anand Marya; Ajinkya Mansing Pawar Journal: Biomed Res Int Date: 2021-09-24 Impact factor: 3.411