Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

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Abstract

Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student’s acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.

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The PRISMA extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: checklist and explanations.

Brian Hutton, Georgia Salanti, Deborah M Caldwell … (2016)

The PRISMA statement is a reporting guideline designed to improve the completeness of reporting of systematic reviews and meta-analyses. Authors have used this guideline worldwide to prepare their reviews for publication. In the past, these reports typically compared 2 treatment alternatives. With the evolution of systematic reviews that compare multiple treatments, some of them only indirectly, authors face novel challenges for conducting and reporting their reviews. This extension of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) statement was developed specifically to improve the reporting of systematic reviews incorporating network meta-analyses. A group of experts participated in a systematic review, Delphi survey, and face-to-face discussion and consensus meeting to establish new checklist items for this extension statement. Current PRISMA items were also clarified. A modified, 32-item PRISMA extension checklist was developed to address what the group considered to be immediately relevant to the reporting of network meta-analyses. This document presents the extension and provides examples of good reporting, as well as elaborations regarding the rationale for new checklist items and the modification of previously existing items from the PRISMA statement. It also highlights educational information related to key considerations in the practice of network meta-analysis. The target audience includes authors and readers of network meta-analyses, as well as journal editors and peer reviewers.

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Blended learning: Uncovering its transformative potential in higher education

D.Randy Garrison, Heather Kanuka (2004)

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Barriers and solutions to online learning in medical education – an integrative review

Diane O’Doherty, Marie Dromey, Justan Lougheed … (2018)

Background The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. Methods An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Results Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. Conclusion This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning. Electronic supplementary material The online version of this article (10.1186/s12909-018-1240-0) contains supplementary material, which is available to authorized users.

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Author and article information

Contributors

Jangwoon Park: Role: Academic Editor

Jungyoon Kim: Role: Academic Editor

Jaehyun Park: Role: Academic Editor

Journal

Journal ID (nlm-ta): Int J Environ Res Public Health

Journal ID (iso-abbrev): Int J Environ Res Public Health

Journal ID (publisher-id): ijerph

Title: International Journal of Environmental Research and Public Health

Publisher: MDPI

ISSN (Print): 1661-7827

ISSN (Electronic): 1660-4601

Publication date (Electronic): 04 June 2021

Publication date Collection: June 2021

Volume: 18

Issue: 11

Electronic Location Identifier: 6056

Affiliations

[1 ]Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; assuntapatano@ 123456gmail.com (A.P.); dottore@ 123456studiocirulli.it (N.C.); ad.inchingolo@ 123456libero.it (A.D.I.); angeloinchingolo@ 123456gmail.com (A.M.I.); graziamarinelli@ 123456live.it (G.M.); francesco.inchingolo@ 123456uniba.it (F.I.); giannadipalma@ 123456tiscali.it (G.D.)

[2 ]Private Practice in Bari, 70121 Bari, Italy

[3 ]Digital Dentistry, Private in Varese, 21100 Varese, Italy; teoberet@ 123456libero.it

[4 ]Department of Computer Science, University of Bari “Aldo Moro”, 70121 Bari, Italy; paola.plantamura@ 123456uniba.it

[5 ]Department of Oral Rehabilitation, Faculty of Dentistry, Iuliu Hațieganu University of Medicine and Pharmacy, 400012 Cluj-Napoca, Romania

[6 ]Department of Innovative Technologies in Medicine and Dentistry, University of Chieti-Pescara, 66100 Chieti, Italy; ascarano@ 123456unich.it

Author notes

[* ]Correspondence: roxana.bordea@ 123456ymail.com (I.R.B.); giuseppinamalcangi@ 123456libero.it (G.M.); drlorussofelice@ 123456gmail.com (F.L.); Tel.: +40-7-4491-9319 (I.R.B); +39-34-0334-8500 (G.M.); +39-32-8213-2586 (F.L.)

[†]

These authors contributed equally to this work as co-first Authors.

[‡]

These authors contributed equally to this work as co-last Authors.

Author information

Assunta Patano https://orcid.org/0000-0001-7395-3126

Alessio Danilo Inchingolo https://orcid.org/0000-0002-6366-1039

Ioana Roxana Bordea https://orcid.org/0000-0001-7166-9949

Giuseppina Malcangi https://orcid.org/0000-0001-9745-7506

Grazia Marinelli https://orcid.org/0000-0001-9163-2350

Antonio Scarano https://orcid.org/0000-0003-1374-6146

Felice Lorusso https://orcid.org/0000-0002-2660-9231

Francesco Inchingolo https://orcid.org/0000-0003-3797-5883

Gianna Dipalma https://orcid.org/0000-0002-5947-8987

Article

Publisher ID: ijerph-18-06056

DOI: 10.3390/ijerph18116056

PMC ID: 8200064

PubMed ID: 34199882

SO-VID: 3a787a0c-545c-4698-b95a-9e9b3d7ab2ce

License:

Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( https://creativecommons.org/licenses/by/4.0/).

History

Date received : 01 May 2021

Date accepted : 02 June 2021

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Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

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Most cited references 135

The PRISMA extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: checklist and explanations.

Blended learning: Uncovering its transformative potential in higher education

Barriers and solutions to online learning in medical education – an integrative review

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