Department of Orthodontics, School of Dental Medicine, University at Buffalo, 140 Squire Hall, Buffalo, NY 14214, USA.
J Dent Educ. 2010 Jun;74(6):601-11.
Results of the efficacy and time efficiency of computer-assisted learning (CAL) in endodontics education are mixed in the literature. The objectives of this study were to compare the efficacy and time efficiency of CAL with traditional learning methods or no instruction. The search strategy included electronic and manual searches of randomized controlled trials (RCTs) completed in English up to June 2009. The intervention comprised any method of CAL, while the control group consisted of all traditional methods of instruction including no further instructions. Various outcome measures of CAL efficacy were considered and were categorized using Kirkpatrick's four-level model of evaluation: reaction, learning, behavior, results, with the addition of return on investment as a fifth level. The time efficiency of CAL was measured by the time spent on the learning material and the number of cases covered in a unit period. Seven RCTs met the inclusion criteria. Overall, students' attitudes were varied towards CAL. Results from the knowledge gain outcome were mixed. No conclusions can be made about students' performance on clinical procedures or cost-effectiveness of CAL. Better time efficiency was achieved using CAL compared to traditional methods. CAL is as efficacious as traditional methods in improving knowledge. There is some evidence to suggest that CAL is time efficient compared to traditional methods. Overall, the number of studies included in this review was small, thus warranting the need for more studies in this area and the exploration of various CAL techniques.
在文献中，计算机辅助学习（CAL）在牙髓病学教育中的效果和时间效率的结果是混杂的。本研究的目的是比较 CAL 与传统学习方法或无指导的效果和时间效率。搜索策略包括截至 2009 年 6 月以英文完成的随机对照试验（RCT）的电子和手动搜索。干预措施包括任何形式的 CAL，而对照组包括所有传统的教学方法，包括没有进一步的指导。考虑了 CAL 效果的各种衡量标准，并使用 Kirkpatrick 的四级评价模型进行了分类：反应、学习、行为、结果，并增加了投资回报作为第五级。CAL 的时间效率通过学习材料的时间和单位时间内完成的病例数来衡量。符合纳入标准的有 7 项 RCT。总的来说，学生对 CAL 的态度各不相同。知识获取结果的结果喜忧参半。关于学生在临床操作中的表现或 CAL 的成本效益，不能得出任何结论。与传统方法相比，使用 CAL 可实现更好的时间效率。CAL 在提高知识方面与传统方法一样有效。有一些证据表明，CAL 比传统方法更节省时间。总体而言，本综述纳入的研究数量较少，因此需要在该领域进行更多的研究，并探索各种 CAL 技术。
