Comparative Analysis of Mixed Reality and PowerPoint in Education: Tailoring Learning Approaches to Cognitive Profiles.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.

[The programs of additional legal education as necessary element of system of training of students of medical university].

The actual trends in training of health care professionals set before medical university task of actualization and diversification of training programs targeted to formation both professional and universal competencies to contribute to variable combination of different skills and habits in implementation of medical activities. The increasing needs of labor market in specialists capable to meet actual realities and associated with transformational transition from narrow specialization to different specific skills, inevitably results into increasing of importance for additional education programs as an element of continuing The following key features of various proposals for additional professional education programs were singled out. The major task of forming proposal of additional programs is seen by university through prism of possible increasing of income. And main contingent of students is formed by specialists improve their qualifications. The specificity of medical university is specialists training to implement medical practice. In this regard, additional law training programs are targeted to exclusively at persons mastering basic educational program for the first time. The competencies implemented are focused at extending and specifying training considering legal maintenance or new trends. Besides, applying value-based approach to formation of educational trajectory of student, university translates primary importance of autonomy of will of student choosing additional educational programs. Thus, learning program of additional education is carried out using basic training in law and considering necessary and sufficient factual component that meets the needs of modern labor market, permitting strengthen and expand available competencies for future professional activity of medical worker. The article analyzed results of studies of pedagogues and psychologists, specialists of philosophical direction, professional lecturers, and sociological studies. The methods applied were analysis and synthesis, formalization, generalization, document analysis. The main methods of data analysis were substantive (hermeneutical) analysis and discourse analysis.

Assessment of non-time-intensive changes to a management course to address course evaluation scores.

BACKGROUND: Student-completed course evaluations are often included in university faculty promotion and tenure packets but may not be the best metrics for student learning. This juxtaposition creates a challenge - the metric faculty first want to improve is student learning rather than student perception, but course changes improving student learning do not always result in higher course evaluation scores. Additionally, making course changes can be time consuming for faculty. The objective of this project was to assess the changes made to a course, the time spent making those changes, and the impact of the changes on course evaluation scores and student performance. EDUCATIONAL ACTIVITY: A single course focused on management with a business plan as the primary course project was revised in Fall 2023; the goal of revisions was to address poor course evaluation scores and negative student perceptions of the course in as little faculty time as possible while maintaining quality of student work. Primary changes centered around the business plan project and a shift in course communication. Evaluation of the changes occurred through mid-semester survey and discussion and end-of-semester survey for the 2023 cohort, and comparing course evaluations and student work products between the 2022 and 2023 cohorts. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY: Course evaluation scores were improved and student feedback was more positive for the revised Fall 2023 course. The implemented changes did not negatively affect student performance as quality of the business plan project was maintained across both semesters. Instructor transparency and responsiveness through the mid-semester survey and discussion may have positively influenced course evaluations scores. Overall, the course changes did not take a significant amount of faculty time, but the desired outcome of improving course evaluation scores was recognized.

Missing topics for a newly established general practice curriculum for medical students in Hesse - a qualitative study.

BACKGROUND: To address the declining numbers of general practitioners (GPs) in rural areas and a lack of medical students pursuing a career in primary care, a general practice-based curriculum coupled with additional university admissions for students has been established at three universities in Hesse, Germany. This study aims to analyze potential topics which students striving to become a GP will benefit from. Teaching such topics will prepare them for their chosen career and working in rural areas. We aimed to explore the views of both specialists and GPs on chief topics and necessary skills in primary care. METHODS: In our study we used semi-structured interviews with outpatient specialists and specialists in clinical practice and semi-structured group interviews with GPs in training. The topic guide addressed contents of the curriculum for medical students with an extracurricular focus (addressing additional topics) on primary care. Data analysis was carried out using qualitative content analysis according to Mayring. RESULTS: GPs in training and specialists agreed on the importance of knowledge in the fields of medical history, physical examination, communication as well as common diseases in primary care. Essential competences mentioned were: inducing medical treatment, decision-making and triage, conducting structured conversations, having patient knowledge (hard skills) as well as an interest in continuous learning, empathy, personal commitment, listening and down-to-earthness (soft skills). Case reports, symptom-based learning, practical training, lessons with simulated patients and the integration of role models were regarded as useful teaching methods. CONCLUSIONS: General practice-based curriculums should not only focus on the transfer of knowledge. Equally important is the training of soft and hard skills to prepare future GPs for their work in primary care. Special teaching methods as well as practical training should be the heart of a newly established curriculum.

Roles of Two Learning Methods in the Perceived Competence of Surgery and Quality of Teaching: A Quasi-experimental Study among Operating Room Nursing Students.

Introduction: Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications,so that the patients' safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students' point of view. Methods: This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students were selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing the training process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach's alpha=0.86) and quality of education (Cronbach's alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software. Results: Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the median intervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001). Conclusion: Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

Teaching students leadership knowledge and skills: A 10-year comparison of predoctoral dental school curricula.

PURPOSE/OBJECTIVE: The Commission on Dental Accreditation (CODA) standard 2-19 states that dental programs must assess graduates' ability to function successfully as leaders of the dental team. This study aimed to explore how predoctoral programs teach and assess leadership and compare findings to the only known national survey on predoctoral leadership training from 2012. METHODS: In August and September, 2022, a 22-item survey was emailed to academic deans at 75 CODA-accredited dental schools. If necessary, deans were encouraged to designate a curriculum expert at their school to complete the survey. The survey was open for a period of 4 weeks. Two reminders were sent following outreach-one 2 weeks after survey release, and one 24 hours before closing. Data were analyzed and descriptive statistics were calculated. FINDINGS/RESULTS: Eighteen schools (24%) responded. Respondents indicated diverse leadership training opportunities across the curricula. Compared to 2012, respondents report a significant decrease in the use of practical exams and a significant increase in faculty evaluation of student leadership skills in clinical settings. Significant change was not noted across other assessment modalities: multiple choice assessments/exams, rotation ratings, development and evaluation of a project, portfolio submissions, and peer-assessment. Respondents indicate leadership training opportunities and assessment strategies not evaluated in 2012: 33% (6/18) objective structured clinical examinations (OSCEs), 56% (10/18) student self-assessments, and 33% (6/18) record reviews. CONCLUSION: There is a shift in leadership training in dental education. Future mixed methods research is needed to identify best practices to inform the development of a leadership training framework.

Going virtual: mixed methods evaluation of online versus in-person learning in the NIH mixed methods research training program retreat.

BACKGROUND: Despite the central role of mixed methods in health research, studies evaluating online methods training in the health sciences are nonexistent. The focused goal was to evaluate online training by comparing the self-rated skills of scholars who experienced an in-person retreat to scholars in an online retreat in specific domains of mixed methods research for the health sciences from 2015-2023. METHODS: The authors administered a scholar Mixed Methods Skills Self-Assessment instrument based on an educational competency scale that included domains on: "research questions," "design/approach," "sampling," "analysis," and "dissemination" to participants of the Mixed Methods Research Training Program for the Health Sciences (MMRTP). Self-ratings on confidence on domains were compared before and after retreat participation within cohorts who attended in person (n = 73) or online (n = 57) as well as comparing across in-person to online cohorts. Responses to open-ended questions about experiences with the retreat were analyzed. RESULTS: Scholars in an interactive program to improve mixed methods skills reported significantly increased confidence in ability to define or explain concepts and in ability to apply the concepts to practical problems, whether the program was attended in-person or synchronously online. Scholars in the online retreat had self-rated skill improvements as good or better than scholars who participated in person. With the possible exception of networking, scholars found the online format was associated with advantages such as accessibility and reduced burden of travel and finding childcare. No differences in difficulty of learning concepts was described. CONCLUSIONS: Keeping in mind that the retreat is only one component of the MMRTP, this study provides evidence that mixed methods training online was associated with the same increases in self-rated skills as persons attending online and can be a key component to increasing the capacity for mixed methods research in the health sciences.

Shaping the future of healthcare: improving quality and safety through integrating simulation into Public Health education.

This perspective focuses on the role of healthcare simulation in training and implementing processes aimed at improving the quality of care and patient safety. Evidence of the effectiveness of simulation in improving clinical performance, reducing healthcare costs and raising professional education standards is presented. In light of this evidence, we propose to consider simulation-based education as an integrative training modality in the preparation of health professionals in the field of Public Health. A pilot project is presented with the aim of training professionals capable of further contributing to improving the quality and safety of patients through an interdisciplinary and innovative approach.

Think-aloud approach combined with case-based learning in nursing teaching round for new nurses in cancer hospital.

BACKGROUND: The transition from nursing students to working as new nurses can be a challenging process. This study aimed to assess the efficacy of a pedagogical approach amalgamating the think-aloud approach and case-based learning in the instructional rounds for new nurses. METHODS: Utilizing convenience sampling, new nurses were selected between 2020 and 2021 in China cancer hospital. A total of 98 participants agreed to participate, with 50 enrolled in 2020 as the control group and 48 in 2021 as the observation group. Across a span of weeks 1, 3, 5, 7, 9, and 11, each clinical department conducted six teaching rounds. The observation group engaged in teaching rounds combining the think-aloud approach with case-based learning, whereas the control group solely utilized case-based learning. Disparities in case analysis scores and critical thinking ability between the two groups were scrutinized, alongside an analysis of learning strategies and the observation group feedback. RESULTS: The observation group exhibited superior case analysis scores (91.92 ± 6.33) and overall critical thinking ability scores (308.39 ± 35.88) in comparison to the control group, which scored (85.27 ± 5.39) and (275.11 ± 31.32) respectively, reflecting statistically significant variances (t = 1.868 ~ 6.361, P < 0.05). Predominant learning strategies employed in the observation group ranged from cognitive to meta-cognitive, followed by psychosocial strategies. During interviews focused on nurses' feedback on the learning process, themes emerged surrounding the enhancement of learning proficiency, invigoration of learning enthusiasm, and bolstering psychological well-being. CONCLUSION: The combination of think-aloud approach and case-based learning in nursing teaching rounds greatly improves the efficiency of training and the critical thinking acuity of new nurses. Concurrently, it facilitated an evaluation of learning strategies, thereby offering valuable insights for the nursing teaching rounds of new nurse.

Simulation medicine in obstetrics and gynaecology, possibilities for its use and the current state at the obstetrics and gynaecology departments in the Czech Republic.

INTRODUCTION: Simulation medicine is no longer just a modern trend and has become a standard part of education and training of the medical staff and students in many countries around the world. Its validity and benefits have been acknowledged and its necessity is reflected in the recommendations of the European Board and College of Obstetrics and Gynaecology. OBJECTIVES: The aim of our work was to map the current state of simulation training at large obstetrics and gynaecology departments in the Czech Republic including the equipment available, teaching environment conditions and human resources and to find out to what extent individual teaching methods are being used in undergraduate and postgraduate education. METHODS: We have collected the information using a questionnaire which focused on the equipment available to the departments, teaching environment conditions, human resources, and types of simulation methods being used in undergraduate and postgraduate training as well as the spectrum of courses being offered. RESULTS AND CONCLUSION: Our finding is that large obstetrics and gynaecology departments in the Czech Republic are well equipped, have good teaching environments available to them, and are able to use most of the current simulation teaching methods. On the other hand, except for an operative vaginal birth course, only a small number of other simulation courses are currently being offered. Data from the survey are further used to discuss the possibilities of developing simulation training in this field in the Czech Republic.

Innovative teaching in infection prevention and control and infectious diseases education: testing and investigation of student perceptions.

PURPOSE: Many curricula promote frontal teaching approaches, potentially decreasing interaction and motivation - also within infection prevention & control and infectious diseases (IPC/ID). We aimed to investigate the implementation of three innovative teaching methods (ITM) within IPC/ID education: game-based learning (GBL), peer-teaching (PT) and misinformation detection (MID). METHODS: Multi-phase study involving third-year medical students was conducted. Phase-1 included a cross-sectional survey, assessing previous ITM-experience and interest to participate in phase-2, where the students were divided into teams. Each team prepared a video covering an IPC/ID-topic with deliberately placed misinformation, which had to be identified and corrected by the opposing team, followed by qualitative evaluation (phase-3). Finally, the MID-concept was incorporated into regular curricula in a non-competitive environment (phase-4) and evaluated within a cohort not involved in phases 1-3. RESULTS: 276 students responded to phase-1. 58% expressed interest in participating in phase-2. Roughly 59% [47-71%] CI-95% of respondents without previous PT-experience stated interest in PT, while the interest in GBL and MID was even higher. 19 students participated in phase-2. All topic MID-scores ranged between 6 and 8/10 points, except for emporiatrics (3/10). Post-hoc analysis revealed a positive student-perception of ITM, particularly GBL. Phase-4 received 103 responses with general positive evaluation. Major agreements existed on the usefulness of critical information evaluation for medical practice (82% [75-91%] CI-95%) and of MID during studies (69% [59-79%] CI-95%). CONCLUSION: our results hint at a relatively high interest in ITM and show MID applicability in regular IPC/ID curricula, which could be of advantage for the learning environment.

The teaching and assessment of local anaesthesia in UK dental schools.

INTRODUCTION: Local anaesthesia (LA) is fundamental to successful dental treatment. Graduating hygienists, therapist and dentists should be confident and proficient in delivering LA. There is one previously published article reviewing LA teaching in United Kingdom (UK) dental schools in 2016, and at this time 10 out of 14 schools allowed peer-to-peer administration. The method of teaching LA administration has become an area of debate in terms of legality and morality given the potential complications and issues with valid consent. The aim of the study was to explore current teaching practices and assessment of LA in UK dental schools. MATERIALS AND METHODS: Two national surveys (2020 and 2023) were sent out via the ABAOMS Education Committee to all 16 dental schools in the United Kingdom with dental and/or hygiene and therapy programmes. RESULTS: There was a 100% response rate from all schools. There has been a significant shift from peer-to-peer administration of local anaesthesia, with only 4 schools now allowing peer-to-peer administration. The majority of schools use simulation methods to deliver the teaching, including LA models, cadavers and 'cap-on' simulation with a peer. When comparing the timing of teaching between 2020 and 2023, BDS students now administer their first LA injection to a patient later in the programme, and there has been a reduction in intra-professional teaching. CONCLUSION: Due to the large shift away from practicing LA on peers, there is a need for further development of simulation methods given the drawbacks with current models and the limited development of haptic technology in relation to LA.

Integrating the 4Ps in masters-level nursing education.

BACKGROUND: The curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials. PURPOSE: The purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements. PROCESS: Course expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master's level nursing curriculum while decreasing the total number of credits. OUTCOMES: A total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation. CONCLUSIONS: Integrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.

The Impact of Integration of E-Learning in Science: Applying Technology in Biology Classes as a Model.

Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach.

Exploring undergraduate elder abuse education in nursing: a scoping review.

One in six adults aged 60 and older experiences abuse annually, revealing a prevalence rate of 15.7%. However, knowledge gaps persist regarding the integration of elder abuse education into nursing curricula. The purpose of this scoping review is to fill the gap in understanding how elder abuse is currently taught to undergraduate nursing students, what methods are employed, and what impact these methods have on students' preparedness. A search across CINAHL, Google Scholar, Medline, and PubMed identified 10 relevant studies (2013-present) in English. These studies, encompassing 3,207 undergraduate nursing students, utilized diverse methodologies, focusing on undergraduate nursing education and elder abuse. Limited understanding of elder abuse among undergraduate nursing students is evident, primarily due to inadequate curriculum integration. Various teaching methods, including simulations and participative approaches, show promise in addressing this gap. This scoping review emphasizes the urgent need for enhanced elder abuse education in undergraduate nursing programs. The identified knowledge gap underscores the importance of active teaching methods, especially through simulation integration. Further research is essential to establish a robust evidence base in this critical area.

Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners.

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

Perceptions on Medical Professionalism Among Future Healthcare Professionals: A Mixed Method Study.

Background Accreditation councils across the world constantly examine policies and practices in professionalism in their medical curriculum. The National Medical Commission (NMC) in India has recognized the pressing need to reform and include professionalism in its undergraduate curriculum. Objectives The objective of this study was to explore the perspectives of medical and nursing students on professional behavior, suitable teaching-learning methods, and assessment strategies for curriculum integration. Methodology The study utilized a concurrent triangulation mixed method design, collecting both qualitative and quantitative data simultaneously to gain a comprehensive understanding of medical and nursing students' perceptions of professionalism. It included 83 final-year undergraduate medical students and 42 final-year undergraduate nursing students. The approval of the Institutional Review Board of Meenakshi Medical College Hospital & Research Institute was obtained. A semi-structured questionnaire consisting of demographic characteristics and opinions regarding academic professional behavior, teaching-learning, and evaluation of professionalism was used. Perceptions regarding the meaning of professionalism, behavior of professionalism to be emphasized in teaching, and pressing challenges of professionalism were explored. Students were also asked to rank the best behavior associated with professionalism. Frequency and percentages were used for descriptive statistics. Means and standard deviations were calculated for continuous variables. An unpaired t-test was used to determine a statistically significant difference between the means in the two groups. The quantitative data was analyzed with R programming and content analysis was performed for the qualitative data using ATLAS.ti qualitative data analysis software. Results Unexplained/unauthorized absence from academic activities (2.39 ± 1.553), not following the timeline (2.41 ± 1.560), making fun of patients and peers (2.16 ± 1.619), cheating in the exams (2.37 ± 1.651), and inebriation (2.39 ± 1.666) were unacceptable behaviors by undergraduate medical students compared with nursing students. Clinical experience (1.54 ± 0.857) and role models (1.74 ± 0.935) were the highly acceptable methods of teaching professionalism and interprofessional interactions (1.58 ± 0.650) and awards (1.98 ± 1.100) were the most common suggestions to improve the course curriculum by both groups. Community/field activity (1.78 ± 0.860) and clinical examination (1.89 ±1.123) were the most preferred methods of evaluation of professionalism. According to the students, dedication, honesty, respect, and self-improvement were identified as the best behaviors associated with professionalism. Conclusions The study revealed that students had a wide range of perspectives about professionalism. Different unprofessional acts were acceptable to students. The causes of these perspectives need to be explored and resolved to promote professionalism. Students identified the need for strong positive role models and frequent clinical experiences, along with improved interprofessional interactions and awards to improve teaching and learning professionalism. Community/field activity was the preferred assessment method proposed by the students. Medical institutions must promote these components in curriculum, faculty development, and clinical settings to foster the development of professionalism among students.

Use of active learning classrooms in health professional education: A scoping review.

Background: Active learning approaches, such as the use of active learning classrooms, can be an important measure to prepare health professional students for work-life. In addition to teaching approaches, the design of the classroom or learning spaces could facilitate learning. Although active learning classrooms are used in health professional education, no previous scoping review has investigated their use and associated outcomes. Objective: A scoping review was conducted to provide an overview of existing studies on the use of active learning classrooms in health professionals' education. Design: Scoping review using the framework of Arksey and O'Malley. Methods: A systematic search was performed in ERIC, CINAHL, PsycINFO, Ovid MEDLINE, and Ovid EMBASE for papers published between January 2012 and January 2023. Hand searches of the reference lists of the included studies were also conducted. Inclusion criteria were as follows: studies using qualitative, quantitative, or mixed methods; studies including undergraduate, graduate, or postgraduate health professional students or teachers; studies that investigated students' and teachers' use of active learning classrooms or similar concepts in higher education; and studies published in English, Swedish, Danish, Norwegian, Spanish, or Portuguese in peer-reviewed journals. Pairs of authors independently assessed the eligibility of the studies and extracted the data, which were thematically grouped. The scoping review protocol was published with the Open Science Framework prior to the study selection process. Results: The review included 11 papers from 10 studies. Most studies were published between 2018 and 2022, exploring students' perspectives. Three thematic groups were identified, suggesting that active learning classrooms (1) enhance a positive atmosphere and engagement but can be challenging; (2) facilitate students' interactions; and (3) have the potential to stimulate active learning and co-construction. Conclusions: The use of active learning classrooms in health professional education can facilitate interactions among students, between students and teachers, and between students and class content. However, the design of active learning classrooms can both enhance and challenge students' engagement and active participation. Teachers do not necessarily change their teaching approaches when compared to teaching in a traditional classroom. Future research should explore how to facilitate teachers' use of the opportunities in active learning classrooms in health professional education and students' learning outcomes, as well as the effect of high-technology active learning classrooms versus low-technology active learning classrooms on the intended learning outcome. Tweetable abstract: The use of active learning classrooms can facilitate active learning, but teachers do not necessarily change their teaching methods.

Effectiveness of a flipped classroom for undergraduate in implant dentistry hands-on course.

PURPOSE: The purpose of this study was to compare the learning in the implant dentistry hands-on course to that of the flipped classroom (FC) and the traditional lecture cohorts (control). MATERIALS AND METHODS: In this study,80 students were enrolled for the first time in an implant dentistry program. Subsequently, they were divided into two groups. The first, the FC group, which had free access to a video with a PowerPoint presentation on the Chaoxing-WHU-MOOC platform about the implant placement on first molar sites before class. The second, the control group, which attended a didactic lecture describing implant practice on the first molar site via a bidirectional multimedia interactive teaching demonstration and then operated on a simulation model. Cone beam computed tomography (CBCT) and the deviation gauge were utilized to analyze the accuracy of the implant placement in the students' models. An online satisfaction questionnaire was distributed to both groups one week after the class. RESULTS: The linear deviation of the CBCT examination did not show any statistical difference between the two groups concerning cervical, apex, and angular. A significant buccal deviation was observed in the control group compared with the FC group (mean: 0.7436 mm vs. 0.2875 mm, p = 0.0035), according to the restoration-level deviation gauge. A total of 74.36% of students in the FC group placed implant within 0.5 mm buccal-to-lingual deviations, but only 41.03% of students in the control group reached within 0.5 mm buccal-to-lingual deviation ranges. Additionally, 91.67% of the students in the FC group and 97.5% of the students in the control group were satisfied with the practical implant class. CONCLUSION: FC was more effective than a didactic lecture for implant dentistry practical skill acquisition.