Biomedical subjects

J Elen

Publications and source records attributed to J Elen.

5 recordsLinked to original sources

PubMed2005

Learner-control vs. program-control instructional multimedia: a comparison of two interactions when teaching principles of orthodontic appliances.

BACKGROUND: Many studies have compared computer assisted learning (CAL) to more traditional learning formats and have shown CAL to be as effective as or superior to the alternative resources. However, there are only scarce attempts to show which style of CAL leads to the best learning outcomes in orthodontics. AIM: To compare the effectiveness of a learner-control (group A) vs. program-control (group B) multimedia learning environment courseware packages regarding knowledge, understanding and transfer of content when applied to teaching principles of orthodontic appliances to undergraduate students. METHODS: Pre- and post-test assessments of undergraduate dental students (n = 30) who either studied a learner-control multimedia learning environment courseware package (n = 15) or a program-control version (n = 15) on equivalent material of the orthodontic appliances curriculum. Both groups were evaluated by means of multiple-choice questions covering knowledge, understanding and application. A one-way ANOVA was carried out in order to check for statistical difference between the two groups. The P-value was set at 0.05. RESULTS: There was no difference in prior knowledge between both groups at baseline. Although, both groups significantly improved their scores after having studied the course, no significant difference was found between both groups in relation to answers to questions about knowledge, understanding and application. CONCLUSIONS: In this study, the learner-control instructional multimedia program was found to be as effective as the program-control version when teaching principles of the orthodontic appliances to undergraduate students. The focus needs to be on improving the value of CAL. Comparative evaluations of how different CAL approaches compare with or complement one another are certainly needed.

Comprehension↗

PubMed2004

Instructional multimedia program versus standard lecture: a comparison of two methods for teaching the undergraduate orthodontic curriculum.

AIM: To compare the effectiveness of an interactive multimedia courseware package versus standard lectures regarding knowledge, understanding, and transfer of content, as well as problem-solving skills in orthodontics. METHODS: Pre- and post-test assessments of final-year dental students (n = 26), who either used an interactive multimedia courseware package (n = 15) or attended standard lectures (n = 11) on equivalent material of the undergraduate orthodontic curriculum were carried out. Both groups were tested by written and multiple-choice questions covering knowledge, understanding, and application areas in the curriculum. A one-way anova was carried out in order to check statistical difference between the two groups. The P-value was set at 0.05. RESULTS: There was no difference in prior knowledge between the groups at baseline. Generally, no significant difference was seen between the two groups in relation to answers to questions about knowledge, understanding, and application in the orthodontic curriculum. However, both groups improved their scores after the course. In one question investigating the extent of understanding the instructional content of the multidisciplinary orthodontic treatment, the multimedia courseware package group scored significantly better. CONCLUSION: In this study, the instructional interactive multimedia program was found to be at least as effective as the standard lecture of the orthodontic curriculum for undergraduate training in orthodontics.

Analysis of Variance↗

PubMed2003

Instructional multimedia programs for self-directed learning in undergraduate and postgraduate training in orthodontics.

OBJECTIVES: The objectives of this study were to develop and evaluate an interactive multimedia courseware package in orthodontics and to provide dental undergraduate and postgraduate students with an interactive means of self-study and self-evaluation. METHODS: A commercially available software authoring system was used to develop the courseware package. The courseware was presented for evaluation through a questionnaire to four different groups of undergraduate and postgraduate students. Each group consisted of 25 students. The first three groups were third, fourth, and fifth year of dental curriculum at the Katholieke Universiteit Leuven, Belgium. The fourth group comprised postgraduate students. A one-way ANOVA was carried out in order to check for statistical differences, whereas a Scheffe's test was used in order to locate the statistical differences between groups. The p value was set at 0.05. RESULTS: The majority of undergraduate and postgraduate students in this study were very enthusiastic about this form of educational approach (74/100) because it was experienced as very helpful in understanding the orthodontic curriculum more efficiently (98/100). CONCLUSIONS: The program provides both undergraduate and postgraduate dental students with a useful interactive means of self-study and self-evaluation.

Analysis of Variance↗

PubMed2001

What do adult patients with congenital heart disease know about their disease, treatment, and prevention of complications? A call for structured patient education.

OBJECTIVE: To assess how much adults with congenital heart disease understand about their heart defect, its treatment, and the preventive measures necessary to avoid complications. DESIGN: Descriptive, cross sectional study. SETTING: Adult congenital heart disease programme in one tertiary care centre in Belgium. PATIENTS: 62 adults with congenital heart disease (47 men; 15 women), median age 23 years. MAIN OUTCOME MEASURES: Patients' knowledge was assessed during an outpatient visit using the Leuven knowledge questionnaire for congenital heart diseases, a 33 item instrument developed for this study. RESULTS: Patients had adequate knowledge (> 80% correct answers) about their treatment, frequency of follow up, dental practices, occupational choices, appropriateness of oral contraceptives, and the risks of pregnancy. Knowledge about the name and anatomy of the heart defect, the possibility of recurrent episodes of endocarditis during their lifetime, and the appropriateness of different physical activities was moderate (50-80% correct answers). There was poor understanding (< 50% correct answers) about the reasons for follow up, the symptoms of deterioration of the heart disease, the definition, characteristics, and risk factors of endocarditis, the impact of smoking and alcohol on the heart disease, the hereditary nature of the condition, and the suitability of intrauterine devices as contraceptives. CONCLUSIONS: Adults with congenital heart disease have important gaps in their knowledge about their condition. The results of this study can be used as a basis for developing or optimising structured educational interventions to enhance patients' health behaviour.

Adult↗

PubMed1995

The AMUSE-environment: a didactical environment where active multimedia use stimulates expertise.

The rapidly evolving information technology domain continuously offers new opportunities for computer aided education (C.A.E.). In a pilot project at the Department of Medical Informatics, we studied the possibilities and the limitations of multimedia systems for computer aided education in medicine. Different specialists paid attention to the medical, didactic, conceptual and technical points of view. From this teamwork originated the AMUSE-environment: an environment where Active Multimedia Use Stimulates Expertise. The AMUSE-environment describes a didactic framework that focuses on knowledge acquisition and application in complex content domains (the transfer and stimulation of expertise). In the context of advanced learning and random access instruction, the active involvement of the user is mandatory. Multimedia systems enhance communication by integrating different media (e.g., text, pictures, audio, video, ...) in one natural, user-friendly environment. The first application that uses the AMUSE-environment is developed in cooperation with the Haematology Department of the University Hospital Gasthuisberg. The haematologists filled the didactical framework with more than 500 full color illustrations and corresponding text and audio. The application gives a complete overview of the morphology of the blood and bone marrow cells.

Audiovisual Aids↗