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Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in their knowledge and point towards appropriate action. In this paper, we report on the evaluations of a number of technology-enhanced resources that used formative assessment techniques and were provided for students attending non-specialist first-year undergraduate mathematics modules in Ireland. Analysis of the evaluations and consultation with literature identified 12 decisive factors that encourage students' successful engagement with the resources, covering aspects such as the educational context, affordances and types of technology, technological communication and formative assessment. These factors constitute important knowledge for practitioners as they can use them in the planning, design, and development of technology-enhanced resources for use in their modules. The measures observed during the evaluations indicated both positive and negative engagement providing a link between observations and resultant student engagement, which was found lacking in previous studies on student engagement. [ABSTRACT FROM AUTHOR]

Technology-enhanced assessment (TEA) means all types of assessments that use technological aid either online or offline, either during or after learning with the objective of improving or assessing the process of learning. Aims: This study assessed the effectiveness and influence of TEA on the academic performance of medical students in a Malaysian private university. A cross-sectional study was conducted and convenience sampling was applied to recruit participants. A validated online questionnaire was used and the participants were required to report their demographic characteristics, academic performance before and after using TEA, and their attitudes towards the TEA. Paired-t-test was performed to assess the difference in medical students’ mean CGPA before and after using TEA. Study findings showed that medical students have positive attitudes towards TEA and believe that TEA offers value to their learning. TEA was found to have a positive impact on the academic performance by which there is a significance difference in medical students’ mean CGPA before and after using TEA (p0.05). TEA is an effective tool that can enhance the learning process among medical students. Nevertheless, the sample studied need to be more diverse to be able to generalize the results for all medical students along different universities and countries.

Abstract Background Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. Methods On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning. Results Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. Conclusions Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.

Background: Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students' evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. Methods: On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students' preference for traditional or video-based hands-on skills learning. Results: Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. Conclusions: Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions. [ABSTRACT FROM AUTHOR]

The aims were to assess the utility of: 1) virtual reality-mediated simulation, and 2) a multi-modality 'Bootcamp' in the delivery of total knee arthroplasty (TKA) teaching to orthopaedic surgical trainees. Surgical training opportunities are diminished as a result of the COVID-19 pandemic which may result in delays to training completion and gaps in the permanent workforce. Modern and technology-enhanced learning methods have been identified as having the potential to support high-quality and sustainable education. This mixed-methods study assessed the educational benefit of two activities designed to teach TKA to junior (ST1-3) orthopaedic trainees. A multi-modality training Bootcamp was delivered that included: virtual reality (VR) and saw-bone simulation; tutorials, and case-based symposia. The VR component was delivered to different participants (surgical trainees, scrub nurses, and consultants) on a further two separate occasions. Qualitative and quantitative data were collected pertaining to utility and performance. Trainees reported that the Bootcamp improved comprehension of arthroplasty principles including component alignment, knee balancing, and intraoperative strategies. Case-based discussions helped develop diagnostic and decision-making skills. The VR activity improved understanding of the surgical process map, increased ability to anticipate steps, and consider the procedure strategically. All staff groups found the VR activity beneficial and would recommend it as a useful addition to a surgical department. VR-mediated simulation could augment the education of surgical trainees and scrub team staff by improving comprehension of the surgical process map. Integrated multi-modality 'Bootcamp-style' training activities constructed around trainees' needs may provide a sustainable solution to bridge the experience gap related to reduced exposure to elective orthopaedic practice. VR-mediated simulation can augment the training of surgeons and surgical scrub team. VR is particularly effective at teaching the 'process map' in knee arthroplasty. Multi-modality workshops may mitigate the effect of reduced surgical volume. [ABSTRACT FROM AUTHOR]

Abstract Aim This study aimed to compare the efficacy of e‐flipped and online case‐based workshops on the nurses' knowledge, attitude and behaviour regarding thalassemia during the COVID‐19 pandemic. Design A pre‐test–posttest interventional study was conducted with two intervention groups and a control group. Methods One hundred and fifty nurses were recruited from comprehensive urban health centres in June–December 2020. The nurses were randomly allocated to one of the three groups: case‐based e‐flipped workshop (n = 50), case‐based online workshop (n = 50) and control (n = 50). A researcher‐made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions and 4 weeks after interventions to assess their knowledge, attitude and behaviour. Data were analysed in IBM SPSS v16.0. ANOVA and Tukey's post hoc tests were used to compare the three groups. Results The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p

The teaching practicum has been characterised by “wicked feedback” problems. Feedback is essential for enhancing student teachers’ core teaching practices. Student teachers are most vulnerable when they have to present lesson segments and may not know whether they are doing it correctly. Providing actionable, timely and constructive feedback is challenging at the best of times and this became even more so during the COVID-19 pandemic. This proactive action research study aims to provide an overview of the utilization of technology-enhanced feedback (digital screen recording) on preservice teachers’ practicum assessment tasks and to report on their perceptions of, reflections on, and uptake of the feedback. A group of fifteen preservice teachers and two teacher educators from a university in the North West Province participated in the study. The findings indicate that technology-enhanced feedback motivates student teachers to engage with the feedback because it facilitates the personalization of feedback, fosters relationships between preservice teachers and teacher educators, and increases the uptake of feedback that results in improved teaching practicum performance tasks. The study informs a developing understanding of the pedagogic potential of feedback via technology and its uptake within an environment that is becoming increasingly digital. The article concludes with recommendations for exploiting the potential benefits of technology-enhanced feedback to ensure uptake and facilitate the improved teaching practice of preservice teachers within teaching practicum settings.

Aim: This study aimed to compare the efficacy of e‐flipped and online case‐based workshops on the nurses' knowledge, attitude and behaviour regarding thalassemia during the COVID‐19 pandemic. Design: A pre‐test–posttest interventional study was conducted with two intervention groups and a control group. Methods: One hundred and fifty nurses were recruited from comprehensive urban health centres in June–December 2020. The nurses were randomly allocated to one of the three groups: case‐based e‐flipped workshop (n = 50), case‐based online workshop (n = 50) and control (n = 50). A researcher‐made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions and 4 weeks after interventions to assess their knowledge, attitude and behaviour. Data were analysed in IBM SPSS v16.0. ANOVA and Tukey's post hoc tests were used to compare the three groups. Results: The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p <.001). One week and 4 weeks following the intervention, the mean score of knowledge, attitude and behaviour in the e‐flipped group was greater than that in the online group (p <.001). According to the results, e‐flipped and online case‐based workshops can improve nurses' knowledge, attitude and behaviour regarding thalassemia. [ABSTRACT FROM AUTHOR]

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Abstract Background To investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods. Methods A comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool. Results A total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students’ performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies. Conclusions Technology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students’ performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review.

Learning 2D sectional anatomy facilitates the comprehension of 3D anatomical structures, anatomical relationships, and radiological anatomy. However, the efficacy of technology-enhanced collaborative instructional activities in sectional anatomy remains unclear, especially if theoretical frameworks, namely the Cognitive Theory of Multimedia Learning (CTML), are applied in instructional design. Thus, this study compared the educational impact of distinct 45-min-long technology-enhanced collaborative learning tasks in sectional anatomy. A sample of 115 first-year medical students was randomly divided into three experimental groups that used different supporting technologies to learn the sectional anatomy of the chest: IMAIOS e-learning platform and Microsoft Surface Hub (n = 37); anatomage table (n = 38); anatomage table with CTML-based presets (n = 40). Prelearning and postlearning tests revealed that significant knowledge gains in sectional anatomy were obtained by all groups even though no inter-group differences were found. Moreover, a five-point Likert scale questionnaire showed that the learning session was highly valued by all participants and that users of the anatomage with CTML-based presets reported higher enjoyment than users of the IMAIOS system (mean difference = 0.400; p = 0.037). In addition, students using the IMAIOS system and the anatomage with CTML-based presets provided System Usability Scale (SUS) scores of 67.64 and 67.69, respectively, reaching the benchmark of usability. By contrast, students using the anatomage table without presets awarded a SUS score of 64.14. These results suggest that the integration of multimedia technologies in anatomy teaching and learning should be grounded on CTML principles of instructional design. Otherwise, students' perceptions of ed-tech usability are potentially hindered., (© 2024 The Author(s). Clinical Anatomy published by Wiley Periodicals LLC on behalf of American Association of Clinical Anatomists and British Association of Clinical Anatomists.)

This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa's first wave of COVID-19, and the country's first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technologyenhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirtyone learners who participated in the course. They answered questions about the course's resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use. [ABSTRACT FROM AUTHOR]

In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students' non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces. [ABSTRACT FROM AUTHOR]

This study investigates the process of designing the functionalities of an online learning platform put forward by three types of its users: students, academics and admin staff. Moreover, the study intends to get an insight into the impact the attitudes of the participants of the instruction process have on the process of the platform construction. The case study design was used to see if users of an online learning platform could contribute to defining its functionalities in the areas of creating and sharing classes remotely, conducting tests, tests and exams and advanced reporting of student activity. Moreover, the author wished to learn if different platform users would put forward similar platform functionalities. It was discovered that the parties involved in the platform construction processes may, first of all, have a lot to offer in terms of the platform functionalities and should therefore be involved in the platform construction process. Second of all, although their contributions as far as the functionalities of the platform are concerned may have a lot in common, there are certain aspects of the platform which only people involved in seemingly narrow areas can come up with. [ABSTRACT FROM AUTHOR]

Worldwide, more and more higher education institutions are making use of online or distance education, due to the increasing demand for tertiary education. In this article, the problem addressed relates to the importance of technology as a stakeholder in alternative assessments for undergraduate accounting sciences modules in an online, non-venue-based, technologyenhanced environment. The purpose of this article is to demonstrate how technology, due to its importance and impact, acts similarly as a human stakeholder and should be treated as an anthropomorphic stakeholder in an online technology-enhanced environment, considering its powerful role. A qualitative approach was followed, and action research was used to develop a conceptual framework. This conceptual framework demonstrates how stakeholder theory could ensure the legitimacy of qualifications through identity verification of students in an online environment through improved performance and innovation potential. These findings contribute to the body of knowledge and due to its importance, technology could be considered as an anthropomorphic stakeholder in the creation, improvement, or restructuring of assessments at online educational institutions. [ABSTRACT FROM AUTHOR]

This book contains instructional materials, pedagogical techniques and hands-on activities for technology-enhanced science education. These educational resources were presented at the 2009 SOCR Continuing Statistics Education Workshop entitled “It's Online, Therefore it Exists! 2009 SOCR Continuing Statistics Education Training & Development Workshop,” which took place at the University of California, Los Angeles, August 10-12, 2009. This book was written to provide modern pedagogical perspective into technology-enhanced blended learning and instruction. It reflects the direction of amalgamation of knowledge from multiple disciplines with recent open networking and technological advances. This trend is anticipated to accelerate in the next decade with seamless integration of open-access data, learning materials, computational resources and collaborative environments connected via language, platform and geo-politically agnostic interfaces. There are four novel features of this book – it is community-built, completely free-open-access (in terms of use and contributions), blends concepts with technology and it is electronically available online in multilingual format. This book covers the narrow scientific area of probability and statistics education; however, the principles we promote in the book can easily be extended to all other science and technology fields.

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiple-choice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support. [ABSTRACT FROM AUTHOR]

The present study examined the extent to which mathematics teachers’ practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining factors influencing mathematics teachers to practice VL were also investigated. The Visible Learning Scale (VLS) instrument was conceptually developed based on Hattie’s eight mind frames of VL. The survey results from 119 participants indicated that Saudi mathematics teachers expressed a moderate to great level of evidence-based VL practice to enhance and promote students’ learning achievements and progress. The results also showed that the competence level of information and communication technology (ICT) integration is a determining and influential factor that enhances the practices teachers undertake to achieve a better effect on their students’ learning progress. The findings of this study were interpreted in light of the current educational context of mathematics teaching and technology integration in Saudi Arabia’s education system, and their implications for researchers, teacher educators and policymakers were discussed.

Social scientists are interested in understanding social reality as accurately as possible, trying to measure observable and indirectly measurable phenomena as well as the phenomena that still need to be constructed for measurement. Constructing social phenomena so that they can be measured is the everyday work of social scientists as the development of societies constantly brings forth new phenomena that attract authors' interest to investigate and interpret them. Technology-enhanced telework as a research theme has become topical because of advances in information and communication technology and the fact that they have become widespread. The biggest obstacle to the investigation of technology-enhanced telework (also called virtual work) is the huge range of different definitions and approaches; virtual work mostly described rather than measured in surveys. The current article focuses on the reliability and validity of the analytical construct of virtual work previously developed by the author on the basis of service sector organisations. Reliability is quite simple to measure - Chronbach's alpha is well known to measure it, but there are several approaches to the measurement validity beginning with the first authors Cronbach and Meehl [14] to Messick [32], Kane [29], Bornstein [7] and Slocum et al [48]. Every researcher adds a new point of view that makes understanding and using the methods of validity more complicated, but it is important to find a proper and suitable way to analyse the validity of construct of virtual work. In the article, the author will analyse the reliability and validity of two models which measure technology-enhanced telework. [ABSTRACT FROM AUTHOR]

Improving teaching and learning methodologies is not just a wish but rather strife for most educational institutions globally. To attain this, the Adelaide Tambo School of Nursing Science implemented a Technology-enhanced Problem-Based Learning methodology in the programme B Tech Occupational Nursing, in 2006. This is a two-year post-basic nursing program. The students are geographically dispersed and the curriculum design is the typically student-centred outcomes-based education. The research question posed by this paper is: How does technology-enhanced problem-based learning enhance student-centred learning, thinking skills, social skills and social space for learners? To answer the above question, a case study with both qualitative and quantitative data was utilised. The participants consisted of all students registered for the subject Occupational Health level 4. The sample group was chosen from willing participants from the Pretoria, eMalahleni and Polokwane learning sites, using the snowball method. This method was seen as appropriate due to the timing of the study. Data was collected using a questionnaire with both open and closed-ended questions. An analyses of the students‟ end of year examination was also done, including a comparison of performances by students on technology enhanced problem-based learning and those on problem-based learning only. The findings revealed that with Technology-enhanced Problem Based Learning (PBL), students‟ critical thinking, problem solving, and social skills improved and that social space was enhanced. This was supported by improved grades in students‟ on Technology-enhanced PBL as compared to those on PBL only.

Objective: In the School of Biomedical Sciences, HKU, we utilize Virtual-Reality technology for creating an active learning environment in gross anatomy classes. Coupling with a task-oriented- practical approach, we aimed to better integrate basic and clinical sciences, promoting problem-solving and knowledge application instead of rote memorisation. Overcoming the challenges caused by Covid-19 pandemic, we were able to design and build the VR anatomy lab. We have also created VR-enriched tasks (VRETs) for gross anatomy education. Our goal is to introduce VR into large classes of over 300 students and integrate it seamlessly into gross anatomy dissection. HKU/HREC ref: EA210204 Methods: Based on the results from preliminary study, we made improvements on VRETs, pedagogical design and practical logistics. Subsequently, VR technology was officially adopted as a technological learning tool in the MBBS curriculum. Students were invited to complete a 7-point Likert scale validated questionnaire assessing technology-enhanced active learning. Students were also randomly invited to participate in semi-structured interviews. Results: The large-scale deployment of VRETs in the formal curriculum was found to be effective in helping students grasp complex anatomical concepts, and improving students' learning experience, particularly in piquing curiosity, increasing motivation, providing extra support and enhancing deep understanding. Conclusion: VRETs were well-received by MBBS students as part of their formal curriculum. The results also implicated a steep learning curve for first-time VR users, and the learning experience improved with VR proficiency. Further quantitative study is currently underway to compare the effectiveness of VRETs with different learning modalities commonly used in gross anatomy education. [ABSTRACT FROM AUTHOR]

Data analysis requires subtle probability reasoning to answer questions like What is the chance of event A occurring, given that event B was observed? This generic question arises in discussions of many intriguing scientific questions such as What is the probability that an adolescent weighs between 120 and 140 pounds given that they are of average height? and What is the probability of (monetary) inflation exceeding 4% and housing price index below 110? To address such problems, learning some applied, theoretical or cross-disciplinary probability concepts is necessary. Teaching such courses can be improved by utilizing modern information technology resources. Students' understanding of multivariate distributions, conditional probabilities, correlation and causation can be significantly strengthened by employing interactive web-based science educational resources. Independent of the type of a probability course (e.g. majors, minors or service probability course, rigorous measure-theoretic, applied or statistics course) student motivation, learning experiences and knowledge retention may be enhanced by blending modern technological tools within the classical conceptual pedagogical models. We have designed, implemented and disseminated a portable open-source web-application for teaching multivariate distributions, marginal, joint and conditional probabilities using the special case of bivariate Normal distribution. A real adolescent height and weight dataset is used to demonstrate the classroom utilization of the new web-application to address problems of parameter estimation, univariate and multivariate inference. [ABSTRACT FROM AUTHOR]

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these students also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching reading comprehension and reading strategy use. This paper outlines the format and structure of a strategic reading instruction component of an English for Professional Purposes course offered within a technology-enhanced environment. The results indicated that students who received strategic reading instruction in this environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at risk. [Copyright &y& Elsevier]

Objective: To systematically catalogue review studies on digital health to establish extent of evidence on quality healthcare and illuminate gaps for new understanding, perspectives and insights for evidence-informed policies and practices., Methods: We systematically searched PubMed database using sensitive search strings. Two reviewers independently conducted two-phase selection via title and abstract, followed by full-text appraisal. Consensuses were derived for any discrepancies. A standardized data extraction tool was used for reliable data mining., Results: A total of 54 reviews from year 2014 to 2021 were included with notable increase in trend of publications. Systematic reviews constituted the majority (61.1%, (37.0% with meta-analyses)) followed by scoping reviews (38.9%). Domains of quality being reviewed include effectiveness (75.9%), accessibility (33.3%), patient safety (31.5%), efficiency (25.9%), patient-centred care (20.4%) and equity (16.7%). Mobile apps and computer-based were the commonest (79.6%) modalities. Strategies for effective intervention via digital health included engineering improved health behaviour (50.0%), better clinical assessment (35.1%), treatment compliance (33.3%) and enhanced coordination of care (24.1%). Psychiatry was the discipline with the most topics being reviewed for digital health (20.3%)., Conclusion: Digital health reviews reported findings that were skewed towards improving the effectiveness of intervention via mHealth applications, and predominantly related to mental health and behavioural therapies. There were considerable gaps on review of evidence on digital health for cost efficiency, equitable healthcare and patient-centred care. Future empirical and review studies may investigate the association between fields of practice and tendency to adopt and research the use of digital health to improve care., (© The Author(s) 2022.)

Background: To investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods. Methods: A comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool. Results: A total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students' performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies. Conclusions: Technology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students' performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review. [ABSTRACT FROM AUTHOR]