A NEW flexible exponent power family of distributions with biomedical data analysis.

Probability distributions are widely utilized in applied sciences, especially in the field of biomedical science. Biomedical data typically exhibit positive skewness, necessitating the use of flexible, skewed distributions to effectively model such phenomena. In this study, we introduce a novel approach to characterize new lifetime distributions, known as the New Flexible Exponent Power (NFEP) Family of distributions. This involves the addition of a new parameter to existing distributions. A specific sub-model within the proposed class, known as the New Flexible Exponent Power Weibull (NFEP-Wei), is derived to illustrate the concept of flexibility. We employ the well-established Maximum Likelihood Estimation (MLE) method to estimate the unknown parameters in this family of distributions. A simulation study is conducted to assess the behavior of the estimators in various scenarios. To gauge the flexibility and effectiveness of the NFEP-Wei distribution, we compare it with the AP-Wei (alpha power Weibull), MO-Wei (Marshal Olkin Weibull), classical Wei (Weibull), NEP-Wei (new exponent power Weibull), FRLog-Wei (flexible reduced logarithmic Weibull), and Kum-Wei (Kumaraswamy Weibull) distributions by analyzing four distinct biomedical datasets. The results demonstrate that the NFEP-Wei distribution outperforms the compared distributions.

Team-Based Learning in Prosthodontics Courses: Students' Satisfaction.

The goal of this cross-sectional observational study was to assess dental students' satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The t-test and ANOVA statistical analyses were performed using SPSS. Results. The response rate to the questionnaire was 86%. There were a significant relationship and correlation between TBL pedagogy and student satisfaction (P values ≤ 0.05) for all levels. The means of the responses for the second and fifth years were 4.36 and 4.56, respectively, where the means for the third and fourth years were 3.54 and 3.59, respectively. The parameter notably affected by TBL was interpersonal skills enhancement. All students strongly agreed that TBL enhances personal flexibility and boosts their self-esteem. Conclusion. Students showed positive perceptions about TBL pedagogy in terms of active engagement, knowledge acquisition, and improvement of interpersonal skills leading to more efficient learning outcome.