Department of Orthodontics, University of Florida, Gainesville, Florida, USA.
Department of Preventive Dental Sciences, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
Eur J Dent Educ. 2024 Nov;28(4):995-1015. doi: 10.1111/eje.13035. Epub 2024 Sep 2.
To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education.
The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model.
Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour.
There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.
比较增强技术学习（TEL）与传统学习在修复学教育中的效果。
方案在开始前进行了注册[CRD42023390277]。搜索旨在确定截至 2024 年 6 月 6 日，比较 TEL 和传统学习在修复学教育中的效果的随机对照试验（RCT）。制定了全面的搜索策略，涵盖了多个电子数据库。使用 Cochrane 工具（RoB 2）进行筛选、数据提取和偏倚风险评估。使用 Kirkpatrick 的四级评估模型评估教育效果。
在 2830 条记录中，有 14 项 RCT 被纳入。所有试验均被判断为高偏倚风险或存在一些关注。纳入的研究评估了各种 TEL 方法在修复学教育中的短期益处，包括电子学习、混合学习、视频演示专用自我评估软件和虚拟现实模拟在本科生教育中的应用。个别研究中发现了有前景的结果，特别是在基于问题的学习（PBL）的感知学习条件方面，以及在使用视频演示时自我报告的理解和信心方面。大多数研究报告了与传统学习在实践技能评估中相当的结果，而关于通过整合 TEL 方法获得理论知识的结果则存在矛盾。一项研究报告了 PBL 方法在感知学习条件方面的有前景的结果，以及在使用视频演示时自我报告的理解和信心的提高。此外，评估 TEL 方法对学生行为影响的研究数量有限。
缺乏高质量证据支持在修复学中采用 TEL 方法。然而，虚拟现实模拟的应用已显示出有前景的结果，特别是在提高实践临床技能方面。
