Forfattere: Santos GN, Leite AF, Figueiredo PT, Pimentel NM, Flores-Mir C, de Melo NS, Guerra EN, De Luca Canto G.

År: 2016

Kilde: Journal of Dental Education 80(9):1126-1139

Sammendrag:

E-learning has been used recently in dental curricula to support traditional learning methods. However, the published literature concerning e-learning in oral radiology has shown mixed conclusions. The aim of this systematic review was to provide a synthesis of the effectiveness of e-learning in oral radiology education when compared with traditional classroom learning methods. A search of the literature was conducted on the LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. Trials registries were also consulted for ongoing trials, and a partial grey literature search was conducted. Controlled trials about oral radiology education that compared any e-learning method with a control group using any traditional classroom instruction method were included. E-learning effectiveness was measured using three outcomes from Kirkpatrick’s model of evaluation: attitudes about e-learning, knowledge gain, and performance on clinical procedures. Data were analyzed descriptively. Qualitative appraisal was performed according to the Cochrane risk of bias tool for randomized trials and MINORS tool for non-randomized trials. Eleven studies met the inclusion criteria. Risk of bias was identified related to the selection procedures, blinding, lack of sample size calculation, and incomplete analyses. Ten studies reported that students had positive attitude when using e-learning. Results from the knowledge gain outcome were mixed. Only two studies examined performance on clinical procedures, showing contrasting results. The evidence reviewed in this study suggests that e-learning in oral radiology is at least as effective as traditional learning methods and that students have positive attitudes about e-learning.

DOI / Lenke: https://bibsys-almaprimo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_medline27587580&context=PC&vid=HIOA&search_scope=default_scope&tab=default_tab&lang=no_NO

Metodisk kvalitetsvurdering:

Forfatterne har gjort en grundig jobb med utarbeidelsen av den systematiske oversikten. De har i forkant publisert en protokoll og beskriver tydelig metoden de har benyttet seg av. Litteratursøket er godt dokumentert, men kan likevel ha bidratt til at relevante studier kan ha blitt oversett. Trinnene i utviklingen av oversikten var utført av to personer uavhengig av hverandre eller dobbeltsjekket av en annen forfatter. Forfatterne slår ikke direkte sammen resultatene fra de inkluderte studiene, men studerer dem ut fra Kirkpatricks nivåer reaction, learning og behavior. Forfatterne adresserer selv usikkerhet knyttet til i hvor stor grad metodiske svakheter i de inkluderte studiene og bias i utvelgelse av studier kan ha hatt innvirkning på resultatene. Da studien fokuserer på pre-doctoral studenter innenfor dental radiologi, er dette (ifølge artikkelen) en gruppe som i utgangspunktet er teknologisk interessert. Dette kan ha hatt følger for resultatet.