Computer self-efficacy, knowledge, and use of technological pedagogical and content knowledge among faculty post-graduate students

Background@#Technology has been a vital part of the 21st-century classroom. Because of these fast-changing innovations, this study focused on the relationship between computer self-efficacy, knowledge, and use of Technological, Pedagogical, and Content Knowledge (TPACK). @*Objectives@#The study determined the perceived levels of computer self-efficacy and the perceived levels of knowledge (TPACK) among faculty members pursuing post-graduate degree programs, described the use of TPACK as reflected in their actual instructional designs, and determined the correlation between computer self-efficacy, knowledge, and use of TPACK.@*Methodology@#This study was conducted in one government graduate school in Manila, Philippines. The “Computer Self-efficacy Scale” developed by Teoh and Koh in 2010 was administered. TPACK was measured by administering the Survey of Preservice Teachers' Knowledge of Teaching and Technology by Schmidt et al. in 2009. @*Results@#Results showed that faculty members perceive that they have almost a high self-efficacy in terms of basic computer skills. In terms of TPACK, faculty members were observed to be only neutral in knowing technological knowledge. Correlations found were among the subconstructs of Computer Self-efficacy and the TPACK framework, although their relationship cannot be further explored due to limitations of data gathered. @*Conclusion@#Not all computer skills aid the learning experience. For example, results show that using skills like using word processors do not necessarily correlate with methods of teaching. It is recommended to perform a more in-depth analysis of the instructional designs and proficiency in web-based instructions to obtain correlations between constructs.

The application of digital technology in preclinical education for graduate students majoring in oral implantation / 口腔疾病防治

Objective@#To discuss the application of digital technology in the education of implant dentistry.@* Methods@#According to the teaching method that combines case-, problem- and team-based learning, a course on implant theory was carried out in a class of 20 students. Then, all the students in this class were divided into two groups to receive two clinical operation training courses. The first was the training of a free-hand implant, and the second was an implant operation under a digital template. The courses introduced digital technology into preclinical education and simulated implant training. After the two courses, students were organized to analyze the accuracy of the implant, the operation time and the experiences of these two courses. Through the comparison of students′ operations of free-hand and template implants, students could analyze their own faults and propose a method of improvement. The students scored the two classes. @*Results @# Through the two classes, all the students completed the implant operation under the guidance of a template and free-hand method and found their own problems and solutions. The combination of theory and practice deepened the students′ understanding of the teaching content. Finally, the classes were graded comprehensively by students, showing that the students′ satisfaction with the digital template class was higher than that with the free-hand class (P < 0.05).@*Conclusion@#The addition of a digital implant technology class significantly improved students′ comprehensive assessment, improved the teaching effect and was more acceptable to students in terms of gaining additional professional skills.

"The application of ""Internet +"" model in medical education" / 中华医学教育探索杂志

In the era of digital information,internet plus mode provides new opportunities for the development of traditional medical education.This paper introduces the application patterns of internet plus mode in the medical education,including the following aspects,such as the construction of medical quality resources sharing class,the implementing of medical massive open online courses and other kinds of open online courses,making comprehensive construction of textbooks,using social interactive software and some new wearable devices such as Google glass,distance education and so on.And from the construction of autonomy,sharing,dynamic teaching atmosphere and building a new relationship between teachers and students,it explores the application advantage of Internet plus in medical education,emphasizes thatInternet plus mode and traditional medical education should be organically integrated and financed.At the same time,we should improve the evaluation of information quality,study the integrity test,and the application of big data processing,so as to provide some ideas for the sustainable development.