Al-Rawi Wisam, Easterling Lauren, Edwards Paul C
Dr. Al-Rawi is Adjunct Instructor, Department of Biomedical and Diagnostic Sciences, University of Detroit Mercy School of Dentistry; Ms. Easterling is Instructional Technology Consultant, Center for Teaching and Learning, Indiana University Purdue University Indianapolis; and Dr. Edwards is Professor, Department of Oral Pathology, Medicine, and Radiology, Indiana University School of Dentistry.
J Dent Educ. 2015 Apr;79(4):439-47.
Combining active recall testing with spaced repetition increases memory retention. The aim of this study was to evaluate and compare students' perception and utilization of an electronic spaced repetition oral pathology-radiology system in dental hygiene education and predoctoral dental education. The study employed an open-source suite of applications to create electronic "flashcards" that can be individually adjusted for frequency of repetition, depending on a user's assessment of difficulty. Accessible across multiple platforms (iOS, Android, Linux, OSX, Windows) as well as via any web-based browser, this framework was used to develop an oral radiology-oral pathology database of case-based questions. This system was introduced in two courses: sophomore oral pathology for dental students and sophomore radiology for dental hygiene students. Students were provided free software and/or mobile tablet devices as well as a database of 300 electronic question cards. Study participants were surveyed on frequency and extent of use. Perception-based surveys were used to evaluate their attitudes towards this technology. Of the eligible students, 12 of 22 (54.5%) dental hygiene and 49 of 107 (45.8%) dental students responded to the surveys. Adoption rates and student feedback were compared between the two groups. Among the respondents, acceptance of this technology with respect to educational usefulness was similar for the dental and dental hygiene students (median=5 on a five-point scale; dental hygiene interquartile range (IQR)=0; dental IQR=1). Only a minority of the survey respondents (25% dental, 33% dental hygiene) took advantage of one of the main benefits of this technology: automated spaced repetition.
将主动回忆测试与间隔重复相结合可提高记忆保持力。本研究的目的是评估和比较学生在口腔卫生教育和牙科博士前教育中对电子间隔重复口腔病理学 - 放射学系统的认知和使用情况。该研究采用了一套开源应用程序来创建电子“抽认卡”，这些抽认卡可根据用户对难度的评估，针对重复频率进行单独调整。这个框架可在多个平台（iOS、安卓、Linux、OSX、Windows）以及通过任何基于网络的浏览器访问，用于开发一个基于病例问题的口腔放射学 - 口腔病理学数据库。该系统在两门课程中引入：面向牙科学生的大二口腔病理学课程和面向口腔卫生学生的大二放射学课程。为学生提供了免费软件和/或移动平板电脑设备以及一个包含300张电子问题卡的数据库。对研究参与者的使用频率和使用程度进行了调查。基于认知的调查用于评估他们对这项技术的态度。在符合条件的学生中，22名口腔卫生专业学生中有12名（54.5%）、107名牙科学生中有49名（45.8%）回复了调查。比较了两组之间的采用率和学生反馈。在受访者中，牙科学生和口腔卫生专业学生对这项技术在教育实用性方面的接受程度相似（五点量表中位数 = 5；口腔卫生专业四分位间距（IQR）= 0；牙科四分位间距 = 1）。只有少数受访者（25%的牙科学生，33%的口腔卫生专业学生）利用了这项技术的一个主要优势：自动间隔重复。
