Abstract
BackgroundConsidering the increasing popularity of electronic learning, particularly smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification.MethodsThis quasi-experimental interventional study evaluated 53 dental students (4th year) in two groups of intervention (n = 27; smartphone instruction using an application) and control (n = 26, traditional lecture-based instruction). Two weeks after the instructions, dental students were asked to identify four landmarks namely the posterior nasal spine (PNS), orbitale (Or), articulare (Ar) and gonion (Go) on lateral cephalograms. The mean coordinates of each landmark identified by orthodontists served as the reference point, and the mean distance from each identified point to the reference point was reported as the mean consistency while the standard deviation of this mean was reported as the precision of measurement. Data were analyzed using SPSS version 18 via independent sample t-test.ResultsNo significant difference was noted between the two groups in identification of PNS, Ar or Go (P > 0.05). However, the mean error rate in identification of Or was significantly lower in smartphone group compared with the traditional learning group (P = 0.020).ConclusionsSmartphone-based mobile learning had a comparable, and even slightly superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and may be considered, at least as an adjunct, to enhance the instruction of complicated topics.Trial registration numberThis is not a human subject research. https://ethics.research.ac.ir/ProposalCertificateEn.php?id=33714&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true.
Highlights
Considering the increasing popularity of electronic learning, smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification
Nkenke et al [9] showed that technologically-enhanced learning in a theoretical radiological science course decreased the need for lecture-based instruction without negatively affecting the examination results
Considering the gap of information regarding the efficacy of smartphone-based mobile learning as an educational aid in orthodontics [29], this study aimed to compare the efficacy of traditional learning versus smartphone-based mobile learning for instruction of cephalometric landmark identification to dental students
Summary
Considering the increasing popularity of electronic learning, smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification. Effective instruction is the most important factor in academic progression and efficient learning of students. With the advances in computer science, and the availability of high-speed Internet and smartphones, many universities worldwide have debuted long-distance web-based learning or multimedia instruction programs [5]. Electronic learning can serve as an effective alternative to traditional education, and improve the quality and quantity of educational medical and dental programs [6,7,8]. Nkenke et al [9] showed that technologically-enhanced learning in a theoretical radiological science course decreased the need for lecture-based instruction without negatively affecting the examination results. According to a systematic review, electronic learning has equal effectiveness as traditional classroom learning in enhancement of the knowledge and improvement of clinical performance of students in oral radiology [10]
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