Local CD-ROM in interaction with HTML documents over the Internet.
ABSTRACT 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.
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ABSTRACT: AIM: The aim of the present study was to determine students' ability and extent of using computers and internet, and the impact of the Informatics course on students' attitude and using computers in professional purposes. METHODOLOGY: Two hundred randomly selected 4th and 5th year students of the Faculty of Stomatology in Belgrade were divided into 2 groups of 100 students each, regarding the attendance to the Faculty Informatics course. The survey was conducted through an anonymous questionnaire with multiple choice questions concerning the ability to use computers and internet, programs and applications, visiting dental sites at the internet, self-assessment of students' PC skills etc. The data were statistically analyzed, and results were presented on tables and figures. RESULTS: Majority of dental students (85.5%) think PC skills are important for dentists. Statistically more students from the Informatics course can use computers (92%) compared to those (67%) who did not complete this course (p<0.05). In both groups, Internet, email and word are used with high statistical probability. Students use computers mostly for pleasure and much lesser for educational purposes. CONCLUSION: There is a great potential and interest for the use of computers in dental education among students of the Faculty of Stomatology in Belgrade. Faculty Informatics course may be a useful baseline for further implementing electronic learning into dental education.
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ABSTRACT: Sleep disorders are highly prevalent across all age groups but often remain undiagnosed and untreated, resulting in significant health consequences. To overcome an inadequacy of available curricula and learner and instructor time constraints, this study sought to determine if an online sleep medicine curriculum would achieve equivalent learner outcomes when compared with traditional, classroom-based, face-to-face instruction at equivalent costs. Medical students rotating on a required clinical clerkship received instruction in 4 core clinical sleep-medicine competency domains in 1 of 2 delivery formats: a single 2.5-hour face-to-face workshop or 4 asynchronous e-learning modules. Immediate learning outcomes were assessed in a subsequent clerkship using a multiple-choice examination and standardized patient station, with long-term outcomes assessed through analysis of students' patient write-ups for inclusion of sleep complaints and diagnoses before and after the intervention. Instructional costs by delivery format were tracked. Descriptive and inferential statistical analyses compared learning outcomes and costs by instructional delivery method (face-to-face versus e-learning). Face-to-face learners, compared with online learners, were more satisfied with instruction. Learning outcomes (i.e., multiple-choice examination, standardized patient encounter, patient write-up), as measured by short-term and long-term assessments, were roughly equivalent. Design, delivery, and learner-assessment costs by format were equivalent at the end of 1 year, due to higher ongoing teaching costs associated with face-to-face learning offsetting online development and delivery costs. Because short-term and long-term learner performance outcomes were roughly equivalent, based on delivery method, the cost effectiveness of online learning is an economically and educationally viable instruction platform for clinical clerkships.Journal of clinical sleep medicine: JCSM: official publication of the American Academy of Sleep Medicine 01/2012; 8(4):439-43. DOI:10.5664/jcsm.2042 · 2.93 Impact Factor
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ABSTRACT: ObjectivesTo develop interactive computer-assisted learning software for teaching dental students to logically arrange periapical and bitewing radiographs. 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.Oral Radiology 12/2006; 22(2):75-79. DOI:10.1007/s11282-006-0054-7 · 0.15 Impact Factor