Comparison of online to face-to-face instruction for anatomy review in a third-year clinical course.

OBJECTIVE: This project compared student learning and satisfaction of an anatomy review delivered by a face-to-face lecture (F2FL) and an online learning module (OLM) for third-year doctor of chiropractic students. METHODS: This cohort study compared student learning and satisfaction of a pediatric spinal anatomy review delivered via F2FL (cohort 1, n = 23) and OLM (cohort 2, n = 18) in 2 successive 2019 (pre-COVID) course offerings. Previously validated pre- and post-tests were given. Students completed a survey assessing delivery, comfort with online learning and online learning technology, and preference of F2FL vs OLM of review material. Pre- and post-test results were assessed using repeated-measures analysis of variance. RESULTS: Testing results showed an improvement with both groups (F2FL 53.7%, p < .001 vs OLM 51.8%, p < .001), with no significant difference between the F2FL and OLM groups (p = .53; p = .82). The survey showed: 83.3% of OLM students felt the online method was effective, and 88.9% of the OLM students would prefer online reviews or have no preference between online or face-to-face; meanwhile, 80% of the F2FL group thought the lecture engaging/effective, whereas 60% of the F2FL group would have preferred to have the material presented online. CONCLUSION: The OLM was found to be as effective as the F2FL for the content assessed. The majority of students would prefer the online method for future anatomy review content presented in the course. This strategy could be applied to provide review materials in other clinical courses, allowing material to be developed and given by content experts while freeing valuable in-class time.

Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic.

BACKGROUND: During the COVID-19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in-person lectures and pre-clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were not delayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance-learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. METHODS: This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID-19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID-19 pandemic. RESULTS: The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in-person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case-based discussions. CONCLUSION: Many of the teaching strategies that were implemented as a result of the COVID-19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in-person instruction and simulation secondary to the COVID-19 pandemic.

Preschool teachers' predicaments of teaching online and strategies employed during the COVID-19 pandemic: A literature review.

BACKGROUND: The COVID-19 pandemic accelerated the transition to remote preschool education, highlighting the crucial role of preschool teachers in navigating pedagogical transformations, adapting to technology, and addressing the challenges of distance learning. OBJECTIVE: This study delved into the intricate challenges confronted by educators specializing in early childhood education within the realm of remote instruction during the COVID-19 pandemic. Additionally, it scrutinized a spectrum of tactics and interventions implemented to overcome the challenges, presenting nuanced insights to enhance the effectiveness of online pedagogy. METHODS: Conducting a systematic literature review, this study comprehensively analysed academic sources to synthesize challenges faced by preschool teachers and their adaptive strategies during the transition to remote instruction induced by the COVID-19. The investigation focused on online teaching strategies, COVID-19 implications, and the broader landscape of remote learning. RESULTS: The review illuminated intricate challenges, encompassing technological constraints, pedagogical adjustments, and psychological adaptations. These challenges compelled the deployment of a diverse range of strategies, underscoring educators' resilience and resourcefulness in maintaining vibrant online teaching and learning ecosystems. CONCLUSION: This study offers a valuable compendium of insights, providing a comprehensive view of the evolving landscape of remote pedagogy. By fostering a nuanced understanding of the challenges and strategies, educators, administrators, and policymakers can collaboratively devise informed interventions. This collaborative effort optimizes online teaching practices, fostering enriched learning outcomes within the digital epoch.

Effects of Home-Based Computerized Cognitive Training in Community-Dwelling Adults With Mild Cognitive Impairment.

OBJECTIVE: There is a growing importance for the home-based (HB) support services, and computerized cognitive training (CCT) has been reported as an effective intervention for cognitive impairment. However, there is still a need for further verification of the effect of HB-CCT. This study aimed to determine the effectiveness of HB-CCT on the cognitive function of community-dwelling adults with mild cognitive impairment (MCI) as well as safety in its use. METHODS: Fifty community-dwelling adults with MCI were included, of which 25 each were randomized to either HB-CCT or control groups. Evaluations of comprehensive cognition, memory, attention, language, executive function, and depression were performed before and after the intervention, including three times a week for eight weeks in the intervention group and eight weeks apart with no intervention in the control group. RESULTS: In baseline and post-evaluation comparisons, the HB-CCT group showed significant improvements, while the control group did not show significant changes. Statistically significant variations were noted between the HB-CCT and control groups in all post-intervention evaluations relative to baseline. Additionally, no side effects were observed. CONCLUSION: Beneficial effects on cognition and depression were noted in the intervention group compared with the control group, suggesting that HB-CCT may be a positive tool for cognitive improvement in adults with MCI.

e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review.

BACKGROUND: There has been a significant increase in the use of e-learning for global and public health education recently, especially following the COVID-19 pandemic. e-Learning holds the potential to offer equal opportunities, overcoming barriers like physical limitations and training costs. However, its effectiveness remains debated, with institutions unprepared for the sudden shift during the pandemic. To effectively evaluate the outcomes of e-learning, a standardized and rigorous approach is necessary. However, the existing literature on this subject often lacks standardized assessment tools and theoretical foundations, leading to ambiguity in the evaluation process. Consequently, it becomes imperative to identify a clear theoretical foundation and practical approach for evaluating global and public health e-learning outcomes. OBJECTIVE: This protocol for a scoping review aims to map the state of e-learning evaluation in global and public health education to determine the existing theoretical evaluation frameworks, methods, tools, and domains and the gaps in research and practice. METHODS: The scoping review will be conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The initial search was performed in PubMed, Education Resource Information Center, Web of Science, and Scopus to identify peer-reviewed articles that report on the use of evaluation and assessment for e-learning training. The search strings combined the concepts of e-learning, public health, and health science education, along with evaluation and frameworks. After the initial search, a screening process will be carried out to determine the relevance of the identified studies to the research question. Data related to the characteristics of the included studies, the characteristics of the e-learning technology used in the studies, and the study outcomes will be extracted from the eligible articles. The extracted data will then undergo a structured, descriptive, quantitative, and qualitative content analysis to synthesize the information from the selected studies. RESULTS:  Initial database searches yielded a total of 980 results. Duplicates have been removed, and title and abstract screening of the 805 remaining extracted articles are underway. Quantitative and qualitative findings from the reviewed articles will be presented to answer the study objective. CONCLUSIONS: This scoping review will provide global and public health educators with a comprehensive overview of the current state of e-learning evaluation. By identifying existing e-learning frameworks and tools, the findings will offer valuable guidance for further advancements in global and public health e-learning evaluation. The study will also enable the creation of a comprehensive, evidence-based e-learning evaluation framework and tools, which will improve the quality and accountability of global health and public health education. Ultimately, this will contribute to better health outcomes. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/49955.

The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients.

Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy. Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections. Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students' general reluctance to use connections in their concept maps. Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.

The utility of adaptive eLearning data in predicting dental students' learning performance in a blended learning course.

Objectives: To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance. Methods: Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests. Results: The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R2=0.296, F(10,104)=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (ß=0.507, t(104)=2.101, p=0.038), timely completed objectives (ß=0.391, t(104)=2.418, p=0.017), and number of revisions (ß=0.127, t(104)=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (ß= -0.088, t(104)=-4.447, p=0.000). The significant R2 change following the addition of gender, GPA, and pre-test score (R2=0.689, F(13, 101)=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (ß=18.708, t(101)=4.815, p=0.038) and (ß=0.449, t(101)=6.513, p=0.038), respectively. Conclusions: Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.

Effectiveness of online faculty calibration: A randomized crossover study.

PURPOSE: Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos as compared to in-person sessions for faculty calibration. METHODS: A randomised crossover pretest/posttest research design was used to evaluate online and in-person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene programme were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2-week washout period, the groups switched activity modalities. A pretest, posttest and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7-point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analysed demographic and Likert scale data. Paired samples t-tests were used to analyse the research questions (p ≤ 0.05). RESULTS: Online calibration activities yielded higher posttest scores than in-person activities (p = 0.01). Findings related to feelings of confidence revealed that a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in-person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in-person and online retention test scores (p = 0.235). CONCLUSION: Faculty members agreed that both online and in-person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for the online calibration of clinical faculty.

Modeling the intention and usage of medicine vending machine: Using partial least squares-structural equation modelling and necessary condition analysis.

Objective: This study aimed to investigate the factors influencing the intention to use and actual usage of medicine vending machines (MVMs) in China and to close the existing literature gap by examining the relationship between perceived convenience (PC), perceived trust, performance expectancy, effort expectancy, and social influence, on the intention to use MVM in a comprehensive manner. The impact of facilitating conditions on MVM adoption was also examined. Finally, customer age was tested as a moderator. Methods: This was a cross-sectional study that used data collected through a self-administered questionnaire. A combination of partial least squares-structural equation modeling (PLS-SEM) and necessary condition analysis (NCA) technique was used to analyze and discuss the 308 valid questionnaires, test the hypotheses, and conduct an in-depth analysis. Results: The results showed that PC, perceived trust, and performance expectancy were significantly related to the intention to use MVM. Effort expectancy was a non-significant predictor of intention to use MVM. Social influence was a significant negative predictor of the intention to use MVM. More importantly, performance expectancy was found to be a necessary factor for MVM intention, providing new marketing ideas for MVM owners. Age had a significant moderating effect on the facilitating conditions and intention to use vending machines. The relatively young population is more conscious of the facilitating conditions. Conclusions: The findings of this study are of considerable importance as a guide for the main user group of vending machines. The combined analysis and discussion of PLS-SEM and NCA provide a sound theoretical basis for the practical implications of this study. In the future, we will attempt to use this technique in other areas of study. In terms of theoretical implications, this study provides technical references for future research.

Remote vs. face-to-face activities in the teaching of renal pathophysiology in the context of social isolation during the early phase of the COVID-19 pandemic.

The advent of the COVID-19 pandemic forced medical schools around the world to adopt emergency remote learning as a resort to avoid interruption of courses. However, the effectiveness of online classes as an educational strategy has been questioned by medical educators and students. In a prospective observational study design, students enrolled in a renal physiology and pathophysiology course were exposed to either face-to-face or remote synchronous classes. Students taught online obtained significantly higher mean scores than the group who had in-person classes, both groups assessed with identical exams. Appropriate screening tests suggested that fraud is unlikely to have significantly influenced these results and that the observed differences in performance reflected increased learning by the remote group. These observations suggest that online classes can help to maintain the continuity of physiology and pathophysiology courses during periods of social isolation and may contribute to improving learning under normal conditions.NEW & NOTEWORTHY In this study, we were able to make a rare direct comparison of face-to-face and remote strategies for the teaching of undergraduate medical students in a specific area, namely, renal pathophysiology. Unexpectedly, students who attended the remote course had significantly higher grades than those who had mostly in-person classes.

Remote Assistance for Home Care Workers: Concept and Technical Implementation at a Glance.

BACKGROUND: Long-term care faces severe challenges on the supply (shortages of formal and informal carers) as well as on the demand side (increasing number of care-dependent people). To cope with these challenges, new forms of support for the professional care network are needed. OBJECTIVES: This paper describes the concept and implementation of a Remote Care Assist (RCA) service, consisting of a web-application for the Care Expert Center (CXC) and Remote Support (RS) applications for the HoloLens 2 as well as for Android and iOS smartphones. METHODS: Using the evidence-based and user-centred innovation process (EUIP), a Remote Care Assist service was conceptualized and implemented for home care service settings in three European countries. RESULTS: After five iterations within two phases of the EUIP, the final feature set of the RCA-service was determined and implemented. CONCLUSION: By working closely with the target group, it was possible to identify potential hurdles and additional requirements such as a well-thought-out interaction concept for the HoloLens or a good organizational embedding of the service.

Aprendizado baseado em problemas utilizando histórias em quadrinhos na Odontologia Forense / Aprendizaje basado en problemas utilizando cómics en Odontología Forense / Problem-based learning using comics in Forensic Dentistry

O objetivo desse estudo foi avaliar a percepção e aceitação dos discentes acerca da metodologia de aprendizado baseado em problemas (problem based learning-PBL) modificada para a modalidade online. Os estudantes da disciplina de Odontologia Forense foram inseridos em uma cena de crime simulada em formato de história em quadrinhos (HQ). Divididos em "equipes forenses", receberam como tarefa elaborar um laudo pericial desse local de crime com o auxílio de um tutor. Ao final do semestre, foi produzido um questionário pela plataforma Google Forms com perguntas acerca da metodologia utilizada, da disponibilização de materiais na plataforma virtual e do uso de um ambiente simulando a realidade forense. Utilizou-se questionário de modelo fechado e respostas baseadas na escala Likert. A amostra foi composta por 58 participantes, dos quais 50 (86,2%) concordaram ou concordaram totalmente que a metodologia foi estimulante e que proporcionou um aprendizadosólido e com propósito. Dentre os participantes, 49 (84,5%) concordaram ou concordaram totalmente que o uso do método PBL contribuiu para desenvolver a autonomia do aluno. Na percepção dos estudantes, a aplicação da metodologia PBL no ambiente virtual, por meio do recurso de HQ, contribuiu positivamente para o desenvolvimento da autonomia do aluno sobre o próprio aprendizado (AU).

El objetivo de este estudio fue evaluar la percepción y aceptación de los estudiantes sobre la metodología de aprendizaje basada en problemas (problem based learning-PBL) modificada para la modalidad en línea. Estudiantes de Odontología Forense fueron insertados en una escena del crimen simulada en formato de cómic. Divididos en "equipos forenses", se les encomendó la tarea de elaborar un informe pericial sobre estaescena del crimen con la ayuda de un tutor. Al final del semestre, se elaboró un cuestionario utilizando la plataforma Google Forms con preguntas sobre la metodología utilizada, la disponibilidad de materiales en la plataforma virtual y el uso de un entorno que simula la realidad forense. Se utilizó un modelo de cuestionario cerrado y respuestas basadas en la escala de Likert. La muestra estuvo conformada por 58 participantes, de los cuales 50 (86,2%) estuvieron de acuerdo o totalmente de acuerdo en que la metodología fue estimulante y proporcionó un aprendizaje sólido y propositivo. Entre los participantes, 49 (84,5%) estuvieron de acuerdo o muy de acuerdo en que el uso del método PBL contribuyó al desarrollo de la autonomía de los estudiantes. En la percepción de los estudiantes, la aplicación de la metodología PBL en el entorno virtual, a través del recurso del cómic, contribuyó positivamente al desarrollo de la autonomía del estudiante sobre su propio aprendizaje (AU).

The objective of this study was to evaluate the students' perception and acceptance of problem-based learning methodology (PBL) modified for online application. Forensic Dentistry students were inserted into a simulated crime scene in comic book format. Divided into "forensic teams", they were assigned the task of preparing an expert report on this crime scene with the help of a tutor. At completion of the semester, a questionnaire was produced using the Google Forms platform with questions about the methodology used, availability of materials on the virtual platform and the use of an environment simulating forensic reality. A closed model questionnaire was used, and responses were based on the Likert scale. The sample consisted of 58 participants, of which 50 (86.2%) agreed or completely agreed that the methodology was stimulating and that it provided solid and purposeful learning. Among the participants, 49 (84.5%) agreed or strongly agreed that the use of PBL contributed to developing student autonomy. In the students' perception, the application of PBL methodology in the virtual environment, using the comic resource, contributed positively to the development of student's autonomy in their own learning (AU).

Exploring training dental implant placement using static or dynamic devices among dental students.

BACKGROUND: Static computer-assisted surgery (s-CAIS) and dynamic computer-assisted implant surgery (d-CAIS) are the main digital approaches in guiding dental implant placement. PURPOSE: The aim of this study was to explore and compare the learning curves for s-CAIS and d-CAIS by beginners. MATERIALS AND METHODS: Three dental students used each dental model for drilling five positions with missing teeth. Operators performed the drilling test for five sets of dental models with an interval of 7 ± 1 days assisted by the d-CAIS system. After a six-month break, the same students performed the drilling test again in the same way but with the s-CAIS system. A total of thirty models were used, and 150 implants were inserted. The operation time and relative deviations were recorded and calculated. Correlations between various deviation parameters and attempts were tested with independent-samples Kruskal-Wallis tests. RESULTS: A significant difference between the two groups was found in the operation time (p < .001). For accuracy, the difference was found in the first attempt of coronal and apical deviations but disappeared as the training went on. As the practice progressed, improvement was evident in the d-CAIS group but not in the s-CAIS group. When reaching the plateau stage of the learning curve of the d-CAIS group (after five attempts), the influence of different methods of guidance was limited between the two groups. CONCLUSIONS: A learning curve effect was found in d-CAIS but not in s-CAIS in vitro tests by beginners. The operating procedure of dynamic navigated and static template-guided implant placement was easy to master.

How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic.

Anatomy faculty with cadaver-based laboratory courses were presented with a significant challenge in March 2020 to create equivalent learning experiences without cadaveric access. The undergraduate domestic animal anatomy course at the Colorado State University was halfway into a 16-week semester when COVID-19 lockdown orders and the transition to remote instruction began. The new course curriculum was critically evaluated using student surveys and course outcome data. Most students (92.5%) agreed that the transition to online learning was a success; however, students who valued face-to-face lectures prior to March were less likely to perceive the transition as a success. Qualitative and quantitative analyses of survey results suggest that the resources perceived as most helpful for the transition to online learning were not the same as those that helped facilitate animal anatomy learning. Most students (92.5%) agreed that the Virtual Animal Anatomy (VAA) helped them learn anatomy, and 82.2% indicated that the VAA was a valuable resource following the transition to online learning. Additional resources associated with transition success included course instructors, weekly quizzes, written descriptions of anatomical structures and open laboratory sessions. In contrast, those resources associated with facilitating learning included guided quizzes and asynchronous lecture recordings. These findings suggest that the VAA can support online anatomy learning when used in conjunction with other best practices for online teaching.

Optimizing teaching effectiveness in dental education for a new generation of learners.

PURPOSE: Today's dental students, Generation Z (Gen Z), are said to learn differently than those of previous generations. As generations of dental students vary, our teaching styles must keep up with unique and changing groups of individuals. METHODS: This article discusses learner-focused teaching methods including techniques that address the characteristics of Gen Z learners. Blended learning methods that combine online media with traditional face-to-face sessions, team-based learning, and a flipped classroom format have previously been suggested as ways to increase learning effectiveness and student satisfaction. RESULTS: In this paper, the characteristics and preferences of Gen Z students are described along with the challenges they create with conventional teaching methods. An implementation strategy using principles from organizational agility and Bolman and Deal's Four Frames Model is proposed for dental schools to transition to a more learner-centered teaching approach. CONCLUSIONS: The suggested strategy can be customized and could be useful to schools that wish to enhance their teaching methods to meet the learning needs of Gen Z dental students and beyond.

Utilizing an organizational development framework as a road map for creating a technology-driven agile curriculum in predoctoral dental education.

The landscape of dental education is undergoing a paradigm shift from both the learner's and teacher's perspectives. Evolving technologies, including artificial intelligence, virtual reality, augmented reality, and mixed reality, are providing synergistic opportunities to create new and exciting educational platforms. The evolution of these platforms will likely play a significant role in dental education. This is especially true in the wake of calamities like the COVID-19 pandemic during which educational activities had to be shutdown or moved online. This experience demonstrated that it is prudent to develop curricula that are both agile and efficient via creating hybrid courses that provide effective learning experiences regardless of the mode of delivery. Although there is growing interest in incorporating technology into dental education, there are few examples of how to actually manage the implementation of technology into the curriculum. In this paper, we provide a road map for incorporating technology into the dental curriculum to create agility and discuss challenges and possible solutions.

rDSA : an intelligent tool for data science assignments.

Tools supporting the teaching and learning of programming may help professors in correcting assignments and students in receiving immediate feedback, thus improving the solution before the final submission. This paper describes the rDSA tool, which was designed, developed, and evaluated to support students in completing assignments concerning (i) the execution of statistical analyses in the R language and (ii) commenting on the results in natural language. The paper focuses on the feedback provided by the tool to students and how it was designed/evaluated/improved over the years. The paper also presents the results of two studies that indicate the advantages of using the tool in terms of engagement and learning outcomes. To conclude, we provide a discussion on the characteristics of the tool, its use in similar courses, and the scope for future work.

Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study

PURPOSE: Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco. METHODS: An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning. RESULTS: A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students' year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28­4.27) and internet quality (aOR, 0.47; 95% CI, 0.29­0.77) were the significant factors associated with students' satisfaction during distance learning. CONCLUSION: This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.

A complex haptic exercise to predict pre-clinic operative dentistry performance: A prospective study.

PURPOSE/OBJECTIVES: The purpose of this study was to determine whether performance on a complex manual dexterity haptic test was associated with preclinical operative dentistry practical examination scores in handpiece naïve students. METHODS: Thirty-nine first-year pre-clinical operative dentistry students completed a 15-min complex manual dexterity exercise "D-circle" repeated eight times in succession before the beginning of the preclinical operative dentistry course. A composite haptic score was compared with students' subsequent preclinical operative examination performance and perceptual ability test scores. RESULTS: Mean accuracy scores on the haptic test increased, and failures decreased across the eight repetitions. Thirty students were successful at least twice in eight attempts, while nine failed all or all but one attempt. The group that failed all or all but one had lower mean scores on the first practical examination (Exam 1) (78.4 vs. 82.2, p = 0.23 Student's t-test), and 7.0 odds of failing the examination (confidence interval 0.95-51.4, p = 0.06). As a diagnostic predictor of pre-clinical operative dentistry performance, failing all, or all but one attempt at the haptic test had 60% sensitivity and 82% specificity as a predictor of failure on Exam 1. This resulted in correct classification of 79%. CONCLUSIONS: These data provide evidence for the first time that a complex manual dexterity test on a haptic simulator given to dental students was predictive of early pre-clinical success. These prospective results confirm previous retrospective studies and if replicated in larger cohorts may lead to improvements in the dental school admissions process.