Blended learning improved manual skills in preclinical endodontics but showed no significant difference in conceptual knowledge¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A blended learning group scored higher on manual skill exercises (p = 0.0067), but there was no significant difference in conceptual knowledge. → Baxmann Martin 2024
Evidence¶
Baxmann Martin 2024¶
Baxmann Martin, Baráth Zoltán, Kárpáti Krisztina. (2024). Efficacy of typodont and simulation training in orthodontic education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-024-06425-8
q2 · i? · review · r3
The review reports, citing Maresca et al. (2014), a randomized controlled trial of 81 students using blended learning (online modules plus face-to-face) for preclinical endodontics, measuring manual skills in root canal therapy and conceptual knowledge. No effect size is printed.
"BL group scored higher on manual skill exercises (p = 0.0067) but no significant difference in conceptual knowledge"
Discussion¶
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by process:wiki-ingest on 2026-10-31 |
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