Comparison of the effectiveness of virtual reality-based education and conventional teaching methods in dental education: a systematic review.

BACKGROUND AND OBJECTIVES: Virtual reality dental simulators as an educational tool may create specific training conditions for dental students, allowing them to practice dental skills in a safe and controlled condition. This study aimed to investigate the effectiveness of virtual reality-based education in dental education compared to traditional education approaches. METHODS: In this systematic review, four databases (PubMed, Scopus, Web of Science, and Science Direct) were searched until 2023 following PRISMA guidelines. The Quality assessment and risk of bias were assessed by the Cochrane Collaboration Tool for RCTs and GRADE, respectively. Inclusion criteria were restricted to randomized or quasi-randomized trials about virtual reality efficacy in dental education. Two authors independently evaluated the data and reviewed the overall risk of bias for all selected studies. Study design, sample size, hardware, onset time of intervention, duration, and number of procedures performed were among the data extracted. RESULTS: From the 703 titles, 48 full texts were chosen for review, yielding 14 articles for final inclusion. The review of these articles indicated the effective role of virtual reality dental simulators in improving students' knowledge and practical skills. CONCLUSIONS: Based on our findings, adding haptic technology to virtual reality can improve students' practical skills, hand skills, theoretical knowledge, self-confidence, and learning environment. Although a fair amount of research needs to be done, notably on cost-effectiveness, student satisfaction, and other potentially adverse effects, virtual reality is a growing phenomenon with immense potential.

Explanation of the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students: A path analysis.

BACKGROUND: Internet addiction is a common disorder in nursing students, and this calls for a deeper investigation into this phenomenon and its dimensions. The aim of this study was to explain the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students. MATERIALS AND METHODS: This study is a correlational and path analysis study that was conducted on 340 nursing students. Data collection tools included Yang's internet addiction questionnaire and self-efficacy in clinical performance scale. In this study, the academic grade point average was the measure of academic performance and the academic term was the measure of academic performance. Data were analyzed using SPSS-16 and AMOS-22 software, descriptive and analytical statistics, and structural equations. RESULTS: There was a significant negative correlation between clinical self-efficacy (r = -0.950, P ≤ 0.01), academic experience (r = -0.872, P ≤ 0.01), and academic performance (r = -0.654, P ≤ 0.01) with internet addiction. A negative and significant relationship was found between the internet addiction and variables of clinical self-efficacy (total effect = -0.743, P < 0.001). Model fit indices were good and acceptable. CONCLUSIONS: There was a negative and significant relationship between the variables of clinical self-efficacy, academic experience and academic performance, and the internet addiction. Meanwhile, the academic experience had a negative and significant effect on the internet addiction. This finding highlights the need to implement advisory and psychological interventions to reduce internet addiction, especially in students with less academic experiences.

A study to investigate the effectiveness of the application of virtual reality technology in dental education.

BACKGROUND: Today, the use of virtual reality (VR) technology as an educational tool in dental education has expanded considerably. This study was aimed to evaluate the effectiveness of using VR technology in teaching neutral zone and teeth arrangement. METHODS: This randomized trial was conducted at Kermanshah University of Medical Sciences, Iran in 2019. The study sample consisted of 50 six-year dental students who were randomly divided into experimental (n = 25) and control (n = 25) groups. Students' performance in both groups was assessed using tests. A questionnaire was used to assess the usability of VR technology and students' satisfaction with it. RESULTS: All faculty members confirmed the usability of VR technology in dental education. The majority of students (76%) were highly satisfied with the use of this technology in their learning process. The mean score of students was significantly higher in the experimental group (16.92 ± 1.12) than in the control group (16.14 ± 1.18). CONCLUSION: In general, it can be argued that VR technology is useful and effective in the teaching-learning process. Therefore, its use in medical and dental schools can play an effective role in creating a dynamic, attractive, and successful learning environment.

The Relationship of Internet Abusive Use with Academic Burnout and Academic Performance in Nursing Students.

Materials and Methods: A total of 184 nursing students were recruited by simple random sampling. Data collection tools included a demographic information form, the Internet Abusive Use Questionnaire and Maslach Burnout Inventory-Student Survey. Data were analyzed by the SPSS-18 software using descriptive and inferential statistics. Results: The abusive use of the Internet in nursing students was lower than the average level. There was a positive correlation between Internet abusive use and academic burnout (r = 0.305, p < 0.001), but there was a negative correlation between Internet abusive use and academic performance (r = -0.478, p < 0.001). The results of multiple regression analysis showed that Internet abusive use could predict the variance of academic burnout and academic performance. Conclusions: Internet abusive use was correlated with increased academic burnout and decreased academic performance in nursing students. Educational interventions are required to increase students' awareness of the consequences of Internet abusive use.

Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students' learning outcome about approach to coma.

BACKGROUND: New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. METHODS: We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students' learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. RESULTS: Students' familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = - 2.457, P = 0.019). CONCLUSION: Students' learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students' learning.

Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model.

BACKGROUND: Blended learning is a new approach to improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that might affect students' intention to use blended learning. METHODS: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al. (2012) proposed UTAUT2 as a framework to explain a person's behavior while using technology. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypotheses. RESULTS: The validity and reliability of the model constructs were acceptable. Performance Expectance (PE), Effort Expectance (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM), Price Value (PV) and Habit (HT) had a significant effect on the students' behavioral intention to use blended learning. Additionally, behavioral intention to use blended learning had a significant effect on the students' actual use of blended learning (ß = 0.645, P ≤ 0.01). CONCLUSION: The study revealed that the proposed framework based on the UTAUT2 had good potential to identify the factors influencing the students' behavioral intention to use blended learning. Universities can use the results of this study to design and implement successful blended learning courses in medical education.

Investigation the correlation between psychological empowerment and assertiveness in nursing and midwifery students in Iran.

BACKGROUND: Assertiveness is a key skill for nurses and midwives, and should be considered in the students' education. In this regard, variables such as psychological empowerment, which may have a significant correlation with assertiveness, should be identified and studied. OBJECTIVES: The aim of this study was to investigate the correlation between psychological empowerment and assertiveness in nursing and midwifery students. DESIGN: A cross-sectional and correlational study. SETTINGS: /Participants: This study was carried out on 200 Iranian nursing and midwifery students. METHODS: The students were randomly selected for the study. The study tools were The Rathus' Assertiveness Schedule and Spreitzer's Psychological Empowerment Scale. Data were analyzed by descriptive and inferential statistics. FINDINGS: There was a positive and significant correlation between psychological empowerment and assertiveness. The components of meaning and self-determination had a positive and significant correlation with the assertiveness. CONCLUSIONS: Since psychological empowerment and assertiveness in decision-making and interaction with colleagues and patients are considered as essential skills for nurses and midwives, we recommend that, required measures should be taken to promote these skills in nursing and midwifery students.

Evaluation of clinical competence and its related factors among ICU nurses in Kermanshah-Iran: A cross-sectional study.

OBJECTIVES: The present study was conducted to evaluate the clinical competence and its related demographic factors among critical care nurses in Kermanshah, Iran. METHODS: In this cross-sectional study, 155 Iranian nurses were selected by stratified random sampling. The data collection tools included a personal information form and the "Nurse Competence Scale". Data were analyzed using descriptive and analytical statistics. RESULTS: The mean score of nurses' clinical competence was equal to 76.14 ±â€¯1.59 out of 100, which was at a "very good level". The mean score of using clinical competence in practice was equal to 70.38 ±â€¯15.25 out of 100, which was at a "good level". Among the subscales of clinical competence, the highest mean score was related to "managing situation". The mean score of "using clinical competence in practice" was related to the subscale of "therapeutic interventions". There was no statistically significant difference among the score of clinical competence of nurses varying with different gender, age, academic degree, and work experience. CONCLUSIONS: The clinical competence of critical care nurses in Kermanshah was at a "very good" level, and the use of clinical competence in practice was at a "good level." Given the importance of clinical competencies in practice, nurses' clinical competence should be evaluated objectively and positive measures should be taken to promote the application of their clinical competence.

Investigating factors affecting on medical sciences students' intention to adopt mobile learning.

BACKGROUND: Mobile learning (m-learning) provides a good opportunity for students' lifelong learning. The design and implementation of effective and successful mobile learning requires identification of factors that affect m-learning. The aim of this study was to investigate the factors that affect the intention of students of medical sciences to adopt mobile learning based on theory of planned behavior (TPB). METHODS: In this cross-sectional study, 332 students of medical sciences were randomly selected. The study tool was a based a questionnaire that had been designed based on TPB model. Descriptive statistics (mean, standard deviation, frequency and percentage) were calculated. In order to determine the standardized factor loading and assess the study hypotheses, structural equation modeling was used. Composite reliability, average variance extracted, and standardized factor loading were used to determine the convergent validity. RESULTS: The mean of mobile learning readiness was 3.59 ± 0.83. Among the TPB structures, the structures of attitude (ß = 0.525) and behavioral control (ß = 0.318) had positive and significant effect on the intention to adopt m-learning (P ≤ 0.01). However, the structure of subject norm did not have a significant effect on the intention to adopt m-learning. In general, attitude, behavioral control and subject norm structures were 0.675 determinants of the intention to adopt m-learning (r2 = 0.675). CONCLUSIONS: In this study Mobile learning readiness of the students was at moderate level. Also the results indicated Positive and significant effect of attitude and behavioral control on the intention of students to accept m-learning. The TPB-based model was a suitable model for identifying psychological factors that affect the intention of students of medical sciences to adopt m-leaning. In order to increase the students' acceptance of mobile learning, we suggest that, other psychological, behavioral, social, and cultural factors that affect the acceptance of m-learning should be identified. Educational programs are also suggested to be introduced to students to familiarize them with the m-learning and its application in learning process.

Occupational stress and its related demographic factors among Iranian CCU nurses: a cross-sectional study.

OBJECTIVES: Occupational stress can have an adverse effect on mental and physical health and performance of nurses. The aim of this study was to investigate the occupational stress of Iranian critical care unit (CCU) nurses and its related demographic factors. RESULTS: In this cross-sectional study, 155 CCU nurses were randomly selected. The Osipow Occupational Stress Questionnaire was used as data collection tool. The mean of nurses' occupational stress was 210.13 ± 40.87 out of 300, which was at the "moderate-to-high" level. The highest mean of occupational stress was related to the subscale of "Role Overload" (36.30 ± 6.98) and the lowest mean was related to the subscale of "Physical Environment" (33.58 ± 9.76). There was no statistically significant difference between the mean occupational stress and variables of sex, age, academic degree and working experience.

The relationship between social networking addiction and academic performance in Iranian students of medical sciences: a cross-sectional study.

BACKGROUND: Social networks have had a major influence on students' performance in recent years. These networks create many opportunities and threats for students in various fields. Addiction to social networking and its impact on students' academic performance caused the researcher to design and conduct this study. The purpose of this study was to investigate the relationship between social networking addiction and academic performance of students in Iran. METHODS: In this cross-sectional study, 360 students were enrolled by stratified random sampling. The study tools included personal information form and the Bergen Social Media Addiction Scale. Also, the students' overall grade obtained in previous educational term was considered as the indicator of academic performance. Data were analyzed using SPSS-18.0 and descriptive and inferential statistics. FINDINGS: The mean social networking addiction was higher in male students (52.65 ± 11.50) than in female students (49.35 ± 13.96) and this difference was statistically significant (P < 0.01). There was a negative and significant relationship between students' addiction to social networking and their academic performance (r = - 0.210, p < 0.01). CONCLUSIONS: The social networking addiction of the students was at moderate level and the male students had a higher level of addiction compared to the female students. There was a negative and significant relationship between the overall use of social networks and academic performance of students. Therefore, it is imperative that the university authorities take interventional steps to help students who are dependent on these networks and, through workshops, inform them about the negative consequences of addiction to social networks.