PubMed · 9295841
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A Boba. 1997. On constructing graphs.. https://doi.org/10.1097/00003246-199709000-00034
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There is a variety of pressures on pharmacology teachers to replace real laboratory practicals with simulations but do they help students achieve the required learning objectives? In this article, the marks obtained by students in a variety of assessments using 'wet' or simulated practicals are analysed. Poorer performance in practical write-ups by students doing 'wet' practicals compared with those doing simulations can be explained by the quality of the data that the students obtain. In examinations, students perform equally well except with questions that are related to the experimental details of 'wet' practicals; students taught using such 'wet' practicals perform better in response to these questions.
The aim of this study was to record the level of relevant knowledge among orthodontic patients and their parents in order to determine how they prepare for the first consultation and what level of orthodontic briefing is needed. The focus was on the response of young patients to briefing, with other objectives being to investigate what briefing media are used by orthodontists for patient motivation and improved compliance as well as the extent to which new briefing media are needed. Two hundred 9- to 12-year-old patients and their parents were interviewed, using a standardized questionnaire to record their knowledge and their need for information on orthodontic matters. In addition, 200 orthodontists were asked to fill in a questionnaire and to return it together with the briefing material used by them. The response rate was 62%.--To obtain an overview of the orthodontic briefing material available, various institutions (PR offices of health insurance companies, professional associations, specialist publishing houses, regional study groups) were approached with written requests for relevant material. Currently available children's books with dental or orthodontic subject matter were also scrutinized. 74% of children wanted to learn more about their orthodontic treatment and 40% expressed anxiety, in particular towards fixed appliances and impression-taking. 98% of orthodontists reported that the briefing interview was the main source of information. Despite being the person primarily in need of motivation, however, the child was not the focus of attention at the first consultation, even though that consultation was the preferred source of information for 51% of children. Other briefing media, consisting mainly of demonstration models and leaflets, were used primarily in the orthodontist's waiting room and surgery. Space-taking media (video films, computers) were rarely used, as were books. It is concluded that there is a clear-cut need for the orthodontic briefing process to be improved.
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