Students who used the module reported positive perceptions and supported its curricular implementation with modifications¶
Claim · All claims
Evidence · 1 study · associationalr1·q1
Currency · newest study 2016 · 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.
q1 i? Of the 16 module users surveyed, a majority agreed or strongly agreed the module was more effective than reviewing lecture slides and that it should be instituted in the curriculum. → Tsao and Park 2016
Evidence¶
Tsao and Park 2016¶
Ariel Tsao, Sang E. Park. (2016). The Role of Online Learning in Radiographic Diagnosis in Dental Education. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i3.1387
q1 · i? · associational · r1
Survey of the 16 students who used the module; Table 4 shows 62.5% agreed or strongly agreed it was more effective than reviewing lecture slides and 68.8% supported curricular institution. The article reports "a positive p erception of the module"; perceptions only, no effect size printed.
"As shown in Table 4, in general, students reported a positive p erception of the module and support its implementation with modifications in the curriculum."
Discussion¶
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