The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.
"Only one of the 12 students indicated they had technical problems accessing the lectures off the CD-ROM disks on which the modules were distributed and that student was able to access the modules via the Web. Such combined Web and CD-ROM distance learning formats have been shown to be effective in a number of educational settings [6,7]. "
[Show abstract][Hide abstract] ABSTRACT: Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed.
Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format.
There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures.
This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.
BMC Medical Education 12/2004; 4(1):27. DOI:10.1186/1472-6920-4-27 · 1.22 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Problem Statement and Background – Medical education is increasingly being conducted in community-based teaching sites making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether digital lectures could replace live lectures. Methods – Students were randomized to either attending a lecture series at our main campus or viewing digital versions of the same lectures at community sites. Both groups completed an examination based on the lectures and the group viewing the digital lectures completed a feedback form. Results – The group who viewed the digital lectures performed slightly better than the live lecture group however the differences were not statistically significant. Despite technical problems the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions – Digital lectures appear to be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.
[Show abstract][Hide abstract] ABSTRACT: ObjectivesTo develop interactive computer-assisted learning software for teaching dental students to logically arrange periapical and
MethodsUsing the Microsoft Visual Basic.NET programming language, we developed software comprising an original object menu window,
workspaces, and functions for radiograph shuffling, rotating, mounting, clock, evaluation, score, easy addition of images,
a virtual teacher, and help menus. We also developed a program called “Mounting of Dental Radiographs,” which is composed
of dental images, a menu window, workspaces, and functions.
ResultsOn starting the program, randomly ordered radiographs from a full-mouth X-ray exam are presented, and the clock starts. The
student selects one image at a time and places it in the proper folder. An image may need to be rotated or turned. When all
images are mounted, the virtual teacher checks the results. If the images have not all been placed correctly within the time
limit, the student is given two more attempts before being told, “You lost.” This software can be easily and quickly modified,
and dates and scores can be saved automatically.
ConclusionsWe developed a versatile, interactive software program to help students understand how to mount dental X-ray images. It can
be modified easily to suit the needs of different students.
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