3D vs. 2D cephalometric analysis comparisons with repeated measurements from 20 Thai males and 20 Thai females

This paper presented 3D cephalometric analysis on DICOM data from I-CAT CT cone-beam machine consisted of averages and standard deviations from 20 Thai males from 19 to 70 year (average 33.53 ± 14.08 year) and 20 Thai females from 16 to 70 year (average 32.60 ± 15.37 year). The angular measurements consisted of 49 lateral angular measurements and 9 frontal angular measurements while linear measurements consisted of 29 lateral linear measurements, 3 frontal linear measurements, and 8 perpendicular measurements. Results in 3D were compared with the corresponding 2D results showing that most midline-to-midline linear measurements and some midline-to-midline angular measurements were not different, while other types of measurements were significantly different. The 3D results will be used in the clinical Ceph3D services as requested by those with interests on cephalometric analysis and anthropology with focus on Thai subjects while the 2D results will be used for comparison with cephalometric analyses from other orthodontists.ts reserved

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.</p> <p>Methods</p> <p>42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.</p> <p>Results</p> <p>Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course.</p> <p>The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course.</p> <p>The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.</p> <p>Conclusions</p> <p>It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.</p