Biomedical subjects

M Aly

Publications and source records attributed to M Aly.

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↗

PubMed1996

Isolation of cosmids corresponding to the chromosome breakpoints of a de novo autosomal translocation, t(6;19)(p21;q13.1), in a patient with multicystic renal dysplasia.

Hydronephrosis caused by pelvi-ureteric junction obstruction (PUJO) is a frequent urological malformation assumed to result from a deficient development of the ureteric bud. The exact etiology of pelvi-ureteric junction stenosis is unknown, but there is convincing evidence for a genetic cause, with linkage analysis predicting a hereditary hydronephrosis locus on chromosome 6p. We encountered a patient with a de novo autosomal t(6;19)(p21;q13.1) and attendant bilateral multicystic renal dysplasia (MRD), bilateral PUJO resulting in massive hydronephrosis, and an associated von Mayer-Rokitansky-Kuster disorder. On the basis of the presumption that in this patient the putative hydronephrosis gene might be disrupted by the translocation, we sought to isolate DNA from the breakpoint regions as the initial step in a strategy to identify genes affected by the t(6; 19). Using sequential rounds of fluorescence in situ hybridization (FISH) with cosmids selected from a detailed integrated map of the long arm of chromosome 19, we have identified a cosmid clone that spans the breakpoint. The position of the breakpoint was further localized by Southern blot analysis. Using a vectorette PCR approach, rearranged DNA fragments were isolated and, by comparative nucleotide sequence analysis, these were shown to contain ectopic sequences. A cosmid clone containing these ectopic sequences was isolated and shown by CASH (chromosome assignment using somatic cell hybrids) and FISH (fluorescence in situ hybridization) analysis to map to the short arm of chromosome 6 and to span the breakpoint found in the MRD patient. The isolated cosmid clones are useful reagents for analysis of other MRD patients and for the search for genes at or flanking the breakpoints.

Adult↗

PubMed1983

Ultrasonography as a new important potential in improving family planning service.

Population control in developing countries is a very significant and pressing problem. Therefore improving family planning service is mandatory. Four gynaecologists from four major hospitals in Egypt express their experiences and their uniform agreement about the improvement in family planning services through ultrasonography in both free hospital and private patients.

Developing Countries↗