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  • 1.
    Christersson, Cecilia
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Mattheos, Nikolaus
    Malmö högskola, Odontologiska fakulteten (OD).
    A professional approach: a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry2009Rapport (Annet vitenskapelig)
    Abstract [sv]

    Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade au-tentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituatio-ner, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

    Fulltekst (pdf)
    FULLTEXT01
  • 2. Christersson, Cecilia
    et al.
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.2008Rapport (Annet vitenskapelig)
    Abstract [sv]

    Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

    Fulltekst (pdf)
    FULLTEXT01
  • 3.
    Jönsson, Anders
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Svingby, Gunilla
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Attström, Rolf
    Dynamic assessment and the "Interactive examination"2007Inngår i: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 10, nr 4, s. 17-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.

  • 4.
    Leisnert, Leif
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    The interactive examination in a comprehensive oral care clinic: a three-year follow up of students' self-assessment ability2006Inngår i: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 28, nr 6, s. 544-548Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Little is known of how students' self-assessment ability evolves throughout the curriculum. The Interactive Examination aims to assess students' self-assessment ability, in parallel with their knowledge and competences. The method utilizes a written task and subsequent comparison of own performance with that of a qualified clinician. One cohort of dental students (n = 48) underwent assessment through Interactive Examination at three instances in 2004, during their final year of studies. Forty-two of them were assessed with the same methodology in 2001. Students' individual performance, self-assessment ability scores and attitudes in 2004 were correlated with their respective data from 2001. Students' acceptance of the methodology was high. The written performance in 2004 was positively correlated with this of 2001 in one of the three cases, while the comparison document scores in two out of three cases. Five students presented unacceptable self-assessment ability in 2004, four of whom were also unacceptable in 2001 in the same field. Unacceptable students of 2001 (n = 9) presented significantly lower results than their colleagues in 2004. These observations indicate that the self-assessment ability is not directly relevant to subject knowledge. On graduation, there exist students with significant self-assessment difficulties, the majority of whom could be detected earlier in their studies.

  • 5. Löfgren, Niklas
    et al.
    Larsson, Christel
    Malmö högskola, Odontologiska fakulteten (OD).
    Mattheos, Nikos
    Janda, Martin
    Influence of misfit on the occurrence of veneering porcelain fractures (chipping) in implant-supported metal-ceramic fixed dental prostheses2016Inngår i: Clinical Oral Implants Research, ISSN 0905-7161, E-ISSN 1600-0501, Vol. 28, nr 11, s. 1381-1387Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    OBJECTIVE: Technical complications such as veneer fractures are more common in implant-supported than tooth-supported restorations. The underlying causes have not been fully identified. The aim of this study was to evaluate whether misfit between the restoration and the implant may affect the risk of veneer fractures. MATERIALS AND METHODS: Twenty standardized five-unit implant-supported metal-ceramic fixed dental prostheses (FDP)s were manufactured and fixed in acrylic blocks. The test group consisted of ten FDPs fixed with a 150-μm misfit at the distal abutment. The remaining ten FDPs were fixed without misfit and acted as a control group. All FDPS underwent cyclic loading for a total of 100,000 cycles at 30-300 N. The FDPs were checked for cracks or chip-off fractures regularly. After cyclic load, the retorque value of all abutment screws was checked. RESULTS: Cracks within the veneering porcelain were noted in nine FDPs in the test group and one FDP in the control group. This difference was statistically significant (P < 0.001). Fractures of the veneering porcelain occurred in three FDPs in the test group. No fractures occurred in the control group. This difference was not statistically significant. There were no significant differences in retorque values neither between the groups nor between different abutment positions in the FDPs. CONCLUSIONS: Within the limitations of this in vitro pilot trial, it is suggested that misfit between a restoration and the supporting implant may increase the risk of cracking and/or chipping of the veneering porcelain for metal-ceramic FDPs.

    Fulltekst (pdf)
    fulltext
  • 6.
    Malmberg, Claes
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Christersson, Cecilia
    Malmö högskola, Odontologiska fakulteten (OD).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö)2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study

    Fulltekst (pdf)
    FULLTEXT01
  • 7.
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Developing a Problem Based Learning model for Internet-based teaching in academic oral health education2001Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now.

    Fulltekst (pdf)
    Comprehensive Summary
  • 8.
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Information Technology and Interaction in Learning2004Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Learning is an interactive process between the learner and thesurrounding structures, the so-called learning environment. Several typesof instructional interaction - such as the learner-tutor, the learner-learner, the learner-content, and recently, the learner-interface interactions - have been identified in higher education. The design execution of these interactions may significantly influence the learning impact of an academic educational session. Information and communication technology (ICT), and especially the Internet, has affected learning in many ways, but most significantly through introducing new possibilities for instructional interaction. The overriding aim of this thesis has been to elucidate the relative role of certain types of interaction between the learner and his or her environment in academic oral health education. In this thesis, ICT is studied in two distinct roles: as a mediator of communication?that is, as the mediator in learner-instructor and learner-learner interaction?and as a partner in interaction through the educational interface?the so-called learner-interface interaction (human?computer interaction). ICT as a mediator of communication was studied during two Internet-based problem-based learning (PBL) courses and one Internet-based examination of undergraduate students. The potential of ICT as a partner in interaction through the educational interface was investigated through an interactive software application, which aimed to improve the self-assessment ability of students. The results of these studies suggest that computer-mediated interaction (CMI) has an important role to play in higher education, can facilitate complex instructional methodologies such as PBL, and can effectively supplement and enhance face-to-face instruction. However, CMI presented several methodological differences when compared with face-to-face interaction, in terms of both quality as well as quantity of interaction. CMI was received less positively than face-to-face interaction by the students, when used in examination settings. In addition, it remains unclear if computer applications are able to constitute an effective, short-term, remedial support for the improvement of complex cognitive skills in students?such as self-assessment skills?without human feedback. At the basis of these findings and currently available technology, the most beneficial scenario from an educational point of view would include both computer-mediated and face-to-face interaction, with a considerable degree of user-determined flexibility. Future studies should focus on the roles of the various factors that affect learning through the process of interaction.

    Fulltekst (pdf)
    Comprehensive summary
  • 9.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD). Department of Periodontology and Fixed Prosthodontics, Dental Faculty, Bern University, Switzerland.
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD). Department of Periodontology and Fixed Prosthodontics, Dental Faculty, Bern University, Switzerland.
    Fundak, Angela
    Oral B Laboratories, Gillette International, Geneva, Switzerland.
    Knutsson, Kerstin
    Malmö högskola, Odontologiska fakulteten (OD).
    Padrutt, Susan
    CEFOPS - School of Dental Hygiene, Geneve, Switzerland.
    Polychronopoulou, Argy
    Department of Preventive and Community Dentistry, Dental Faculty, University of Athens, Greece.
    Scoonheim-Klein, Meta
    Department of Periodontology, ACTA, Netherlands.
    Saxer, Ulrich Peter
    Prophylaxe Zentrum Zürich, Switzerland.
    Assessing behavioural change support abilities of the oral healthcare team2006Inngår i: Oral Health & Preventive Dentistry, ISSN 1602-1622, E-ISSN 1757-9996, Vol. 4, nr 1, s. 71-77Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Competent behavioural change intervention can be learned, practised and developed. Therefore, the teaching and assessment of this ability should be within the scope of both the undergraduate and post-graduate curriculum. Assessment should target knowledge base and skills in the areas of counselling, communication and behaviour. Assessment of the knowledge base should ideally be conducted in a comprehensive, multidisciplinary, centrally based manner in the pre-clinical curriculum. Assessment of skills in the areas of communication, counselling and behaviour change is a wider aim that should be integral throughout the curriculum. In continuing education (CE) environments, an initial 'screening' assessment would help educators to adjust the course to the participants' background and needs. Furthermore, three major assessment schemes are proposed: (1) assessment of knowledge and skills, (2) evaluation of the whole course by the participants, and (3) assessment of the implementation process, four to six months after completion.

  • 10.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Christersson, Cecilia
    Malmö högskola, Odontologiska fakulteten (OD).
    Högström, Mats
    Hallstedt, Per-Axel
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Multidisciplinary development of professional identity through a Problem Based Learning Curriculum2008Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 12, nr 2, s. 122-123Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Aims: Healthcare practitioners operate in an increasingly complex social environment, where daily professional practice requires dealing with problems of social, moral, ethical and legal dimensions. This crucial aspect of "professionalism" is often neglected in the dental curriculum. The aim of this pedagogic project is to use self and peer-assessment to help students develop their professional identity. Through the use of authentic situations , the project aims to confront students with controversial scenarios from professional life and consequently help them define well informed strategies. Materials and Methods: This project is a collaboration between the Faculty of Odontology, the School of Social Sciences and the School of Education, University of Malmo¨, Sweden. All three disciplines have with the help of students developed "cases" based on authentic scenarios. These cases include controversial situations extending in the field of professional ethics, law, sociology and morality. The dentist, teacher or sociologist has to take decisions that can significantly affect the life of others. Students are asked to identify the best possible strategies to deal with the problems, based on scientific evidence but also laws, professional ethics and social structures. The cases will be used for self-assessment and peer assessment in groups, as described by the Interactive Examination methodology. In brief this implies that the students describe, analyse and act, compare their own and other students´ or teachers’ ways to deal with a problem, and consequently articulate their needs of new competencies and define new learning objectives. Conclusions: The ability to successfully handle social, ethical and legal dimensions of patient treatment is a significant dimension of professionalism, which often is neglected in our curricula. This multidisciplinary project aims to broaden and strengthen the professional identity of dental students, thus better preparing them to operate in a complex society.

  • 11. Mattheos, Nikos
    et al.
    Larsson, Christel
    Malmö högskola, Odontologiska fakulteten (OD).
    Ma, Li
    Fokas, George
    Chronopoulos, Vasileios
    Janda, Martin
    Micromorphological differences of the implant-abutment junction and in vitro load testing for three different titanium abutments on Straumann tissue level implants2017Inngår i: Clinical Oral Implants Research, ISSN 0905-7161, E-ISSN 1600-0501, Vol. 28, nr 12, s. 1523-1531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: The aim of this study was to investigate the micromorphological differences among three commercially available titanium abutments on Straumann implants. Furthermore, the possible impact of functional loading on the micromorphology and potential complications was investigated with the use of in vitro testing. MATERIAL AND METHODS: Three groups of Titanium abutments (A: Straumann Variobase n = 5, B: EBI best Duo n = 5, and C: Implant Direct n = 5) were torqued on Straumann RN implants, as according to each of the manufacturer's instructions. The implant-abutment units were scanned with Micro-CT. Three units of each group were directly sliced in the microtome and photographed under different magnifications (10x-500x) through a Scanning Electron Microscope. Six units (two from each group) were restored with cement-retained crowns, subjected to 2000,000 load cycles with loads between 30 and 300 N at 2 Hz, examined through Micro-CT and finally sliced and photographed as described above. The micromorphology of each unit was studied, and the total length of tight contact (

  • 12.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, A
    University of Copenhagen, Copenhagen, Denmark.
    Schittek, M
    Malmö högskola, Odontologiska fakulteten (OD).
    Attström, R
    Malmö högskola, Odontologiska fakulteten (OD). University of Bern, Bern, Switzerland.
    A virtual classroom for undergraduate periodontology: a pilot study2001Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 5, nr 4, s. 139-47Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Integrated Distributed Learning Environments or virtual classrooms constitute a new promising structure in education of health care personnel. A virtual classroom was developed aiming to teach periodontology to an international group of 28 dental students using a problem-based learning (PBL) approach. The course was web-based and included synchronous and asynchronous communication, on-line libraries and multimedia material. Students were organised in 4 independent groups and each group was appointed a tutor. The results of the study indicate that one of the most positive effects students experienced was competence in using the computer. They also rated highly the use of multimedia for learning of clinical procedures. It was found that web boards and email were too slow to allow group work in the virtual classroom. Real time communication programs were found to be superior for problem discussion and hypothesis formulation. However, email and the web board played a significant role during certain steps of the PBL method. The students expressed a positive attitude for the combined use of network-based learning and problem-based education. Our present experience suggests that distance learning should be organised with a mixture of different media, allowing communication of knowledge and skills between the resources and the students, as well as cooperation between the students. Computer literacy among teachers and students is limited and should be enhanced. Finally, personal contact between the resource persons and the students before the distant learning course commences helps the learning process.

  • 13.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    Feasibility Of And Satisfaction With The Use Of Low-Bandwidth Videoconferencing For Examination Of Undergraduate Students2003Inngår i: Journal of Telemedicine and Telecare, ISSN 1357-633X, E-ISSN 1758-1109, Vol. 9, nr 5, s. 278-281Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    We investigated the feasibility and students' acceptance of Internet-based videoconferencing as a communications method during examinations. Thirty-nine second-year dental students took an interactive examination in periodontology, comprising self-assessment, essay writing, discussion and feedback. The students were randomly divided into two groups, which were examined through the standard classroom procedure (n =15) or through Internet-based videoconferencing (n =24). Students evaluated the experience using a standardized questionnaire. The technology proved to be reliable. The interactive examination technique was well accepted, although there was significantly less satisfaction in the videoconference group (P <0.01). There were no significant differences in the performance of students between the two modalities. Interaction was stressed as one of the major strengths of the examination by students in the conventional group, but it appeared to be less appreciated by the videoconference group. Internet-based videoconferencing can successfully facilitate a highly structured assessment, although students seem to prefer classroom assessment.

  • 14.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    University of Copenhagen, Copenhagen, Denmark.
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    Local CD-ROM in interaction with HTML documents over the Internet2000Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 4, nr 3, s. 124-127Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.

  • 15.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    Christersson, Cecilia
    Malmö högskola, Odontologiska fakulteten (OD).
    Jansson, Henrik
    Malmö högskola, Odontologiska fakulteten (OD).
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    The Effects of an Interactive Software Application on The Self-Assessment Ability of Dental Students2004Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 8, nr 3, s. 97-104Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    A randomised controlled trial was designed to test an Internet-based interactive application as a stand-alone support for the development of self-assessment skills among second-year dental students at the Faculty of Dentistry, University of Malmo, Sweden. Fifty-two students were randomised into an experimental (n = 26) and a control group (n = 26). Both groups went through four identical learning cases in elementary clinical Periodontology during a period of 1 month. The experimental group received the cases with the interactive software, while the control group received them through a static web page. After the end of the learning phase, both groups were assessed blindly by two assessors during the interactive examination methodology. There was a moderate agreement between the two assessors, but both failed to find any significant differences between the two groups with regard to self-assessment skills and overall performance of the students. Students positively received the Internet support, but several attitude differences were observed between the two groups during the study. Time on task and competence with computers were positively correlated to assessment results for both groups. On the basis of these findings, it remains unclear if computer-based applications with automated feedback can constitute an effective remedial support for the improvement of self-assessment skills of students. In addition, for such applications to be successfully accepted, two factors are critical: students must have a clear perception of the benefits deriving from the use of the software and the use of the software should be integrated in the curriculum, replacing some of the existing workload.

  • 16.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    Falk Nilsson, Eva
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    The Interactive Examination: Assessing Students' Self-Assessment Ability2004Inngår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 38, nr 4, s. 378-389Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    BACKGROUND: The ability to self-assess one's competence is a crucial skill for all health professionals. The interactive examination is an assessment model aiming to evaluate not only students' clinical skills and competence, but also their ability to self-assess their proficiency. METHODS: The methodology utilised students' own self-assessment, an answer to a written essay question and a group discussion. Students' self-assessment was matched to the judgement of their instructors. As a final task, students compared their own essay to one written by an "expert". The differences pointed by students in their comparison documents and the accompanying arguments were analysed and categorised. Students received individual feedback on their performance and learning needs. The model was tested on 1 cohort of undergraduate dental students (year 2001, n = 52) in their third semester of studies, replacing an older form of examination in the discipline of clinical periodontology. RESULTS: Students' acceptance of the methodology was very positive. Students tended to overestimate their competence in relation to the judgement of their instructors in diagnostic skills, but not in skills relevant to treatment. No gender differences were observed, although females performed better than males in the examination. Three categories of differences were observed in the students' comparison documents. The accompanying arguments may reveal students' understanding and methods of prioritising. CONCLUSIONS: Students tended to overestimate their competence in diagnostic rather than treatment skills. The interactive examination appeared to be a convenient tool for providing deeper insight into students' ability to prioritise, self-assess and steer their own learning.

  • 17.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Schittek, M
    Malmö högskola, Odontologiska fakulteten (OD).
    Attström, R
    Malmö högskola, Odontologiska fakulteten (OD). University of Bern, Bern, Switzerland.
    Lyon, H C
    Notre Dame College, Manchester, NH USA.
    Distance learning in academic health education2001Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 5, nr 2, s. 67-76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

  • 18.
    Mattheos, Nikos
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Wretlind, Katarina
    Nattestad, Anders
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    Interaction in Virtual Versus Traditional Problem-Based Learning Classrooms: A Pilot Study in Education for Health Professionals2001Inngår i: Distance Education in the Health Sciences. Readings in Distance Education, Number 8. / [ed] Moore, Michael G.; Savrock, Joseph T., American Center for the Study of Distance Education , 2001, s. 85-97Kapittel i bok, del av antologi (Fagfellevurdert)
  • 19.
    Rungtanakiat, Piboon
    et al.
    Chulalongkorn Univ, Fac Dent, Dept Prosthodont, Bangkok, Thailand..
    Thitaphanich, Natchaya
    Chulalongkorn Univ, Fac Dent, Dept Prosthodont, Bangkok, Thailand..
    Chengprapakorn, Wareerat
    Chulalongkorn Univ, Fac Dent, Dept Prosthodont, Bangkok, Thailand..
    Janda, Martin
    Malmö universitet, Odontologiska fakulteten (OD).
    Arksornnukit, Mansuang
    Chulalongkorn Univ, Fac Dent, Dept Prosthodont, Bangkok, Thailand..
    Mattheos, Nikos
    Chulalongkorn Univ, Fac Dent, Dept Oral & Maxillofacial Surg, 34 Henri Dunant Rd, Bangkok 10330, Thailand.;Karolinska Inst, Dept Dent Med, Stockholm, Sweden..
    Association of prosthetic angles of the Implant Supracrestal Complex with peri-implant tissue mucositis2023Inngår i: Clinical and Experimental Dental Research, E-ISSN 2057-4347, Vol. 9, nr 3, s. 425-436Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    ObjectivesThe aim of this study was to investigate the association of the Mucosal Emergence Angle (MEA) with peri-implant tissue mucositis. Material and MethodsForty-seven patients with 103 posterior bone level implants underwent clinical and radiographic examination. Three-dimensional data from Cone Bean Computer Tomography and Optica Scan were transposed. Three angles were defined: MEA, Deep Angle (DA) and Total Angle (TA) and measured at six sites for each implant. ResultsThere was a significant correlation between MEA and Bleeding on Probing for all sites with an overall odds ratio of odd ratio 1.07 (95% confidence interval [CI] 1.05-1.09, p < 0.001). Sites with MEA >= 30 degrees, 40 degrees, 50 degrees, 60 degrees, and 70 degrees had a higher risk for bleeding with an odds ratio of 3.1, 5, 7.5, 11.4 and 33.55, respectively. When all 6 sites of an implant prostheses had MEA >= 40 degrees, the risk of having bleeding at all 6 sites was 9.5 times higher (95% CI 1.70-52.97, p = 0.010). ConclusionsMaintaining MEA no wider than 30 degrees-40 degrees is advisable, while the aim should be to keep this angle as narrow as clinically feasible. Registered in Thai Clinical Trials Registry: http://www.thaiclinicaltrials.org/show/TCTR20220204002

    Fulltekst (pdf)
    fulltext
  • 20.
    Schittek Janda, Martin
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    Wagner, Anders
    Malmö högskola, Odontologiska fakulteten (OD).
    Nebel, Daniel
    Malmö högskola, Odontologiska fakulteten (OD).
    Färbom, Catarina
    Malmö högskola, Odontologiska fakulteten (OD).
    Le, DH
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    Simulation Of Patient Encounters Using A Virtual Patient In Periodontology Instruction Of Dental Students: Design, Usability, And Learning Effect In History-Taking Skills2004Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 8, nr 3, s. 111-119Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Simulations are important educational tools in the development of health care competence. This study describes a virtual learning environment (VLE) for diagnosis and treatment planning in oral health care. The VLE is a web-based, database application where the learner uses free text communication on the screen to interact with patient data. The VLE contains forms for history taking, clinical images, clinical data and X-rays. After reviewing the patient information, the student proposes therapy and makes prognostic evaluations of the case in free text. A usability test of the application was performed with seven dental students. The usability test showed that the software responded with correct answers to the majority of the free text questions. The application is generic in its basic functions and can be adapted to other dental or medical subject areas. A randomised controlled trial was carried out with 39 students who attended instruction in history taking with problem-based learning cases, lectures and seminars. In addition, 16 of the 39 students were randomly chosen to practise history taking using the virtual patient prior to their first patient encounter. The performance of each student was recorded on video during the patient sessions. The type and order of the questions asked by the student and the degree of empathy displayed towards the patient were analysed systematically on the videos. The data indicate that students who also undertook history taking with a virtual patient asked more relevant questions, spent more time on patient issues, and performed a more complete history interview compared with students who had only undergone standard teaching. The students who had worked with the virtual patient also seemed to have more empathy for the patients than the students who had not. The practising of history taking with a virtual patient appears to improve the capability of dental students to take a relevant oral health history.

  • 21.
    Schittek Janda, Martin
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Tani Botticelli, Antonella
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Nebel, Daniel
    Malmö högskola, Odontologiska fakulteten (OD).
    Wagner, Anders
    Malmö högskola, Odontologiska fakulteten (OD).
    Nattestad, Anders
    Attström, Rolf
    Malmö högskola, Odontologiska fakulteten (OD).
    Computer-Mediated Instructional Video: A Randomised Controlled Trial Comparing A Sequential And A Segmented Instructional Video In Surgical Hand Wash2005Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 9, nr 2, s. 53-58Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    BACKGROUND: Video-based instructions for clinical procedures have been used frequently during the preceding decades. AIM: To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. MATERIALS AND METHODS: An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. RESULTS: The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. CONCLUSION: The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style.

  • 22. Ucer, Cemal
    et al.
    Botticelli, Daniele
    Stavropoulos, Andreas
    Malmö högskola, Odontologiska fakulteten (OD).
    Mattheos, Nikos
    Current trends and status of continuing professional development in implant dentistry in Europe2014Inngår i: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 18, nr s1, s. 52-59Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    INTRODUCTION: Previous surveys have shown that newly graduated dentists, in most European countries, do not obtain adequate theoretical knowledge and, especially, clinical skills in implant dentistry (ID) through their undergraduate education and must therefore acquire knowledge and develop competencies through further postgraduate study. Moreover, clinicians, in general, need to continue to maintain the currency of their competence by undertaking ongoing continuing professional development (CPD). This seems particularly important in ID as techniques, and materials develop rapidly due to advances in biomedical technology. Despite recent developments, CPD in ID remains poorly organised with little standardisation or harmonisation across Europe. The objective of this survey was to explore the current status and trends within CPD education in ID in Europe. MATERIALS AND METHODS: Stakeholders and opinion leaders associated with ID education were invited by email to fill an online questionnaire (closing date: 30th April 2013). Two hundred and forty-seven questionnaires were distributed, and two separate reminders were sent to participants in 38 European countries. The survey contained 14 multiple-choice questions, and the data were collected using SurveyMonkey© software, exported in SPSS (Inc, Chicago, IL, USA) format and analysed using descriptive statistics. RESULTS: Two hundred respondents working in 24 countries replied to the survey (response rate of 81% of invitees and 63% of countries surveyed). The results demonstrated a wide divergence in the content and structure of CPD in ID in Europe. CONCLUSIONS: Dentists need CPD to develop their skills and to maintain their competence in ID. There is an urgent need for structured and accredited CPD, which should be readily available to all dentists practising ID. It should have pre-determined learning objectives, delivered by accredited CPD providers and educators, and have assessable outcome measures to ensure the best possible impact on clinical practice and patient safety.

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