ABSTRACT
OBJECTIVES: To assess technical factors and audience preferences before attending orthodontic online learning activity, the demand for which increased dramatically in the era of the COVID-19 pandemic. DESIGN: Cross-sectional study. SETTING: Online survey. PARTICIPANTS: Global orthodontic residents and specialists. METHODS: A validated and anonymous survey comprising 17 online questions was sent to 3000 individuals. The data were collected three months later. Descriptive statistics and non-parametric tests were applied. RESULTS: The participants' response rate was 19.9%, with almost equal gender participation. Most of the responders were based in Asia (51.4%). Almost half of the participants were aged 25-35 years with less than 5 years of clinical experience. Regardless of the age, gender or global distribution, 57.3% of respondents opted to share limited personal information with the host. One-third of the respondents preferred receiving webinar reminders via email, ideally a day and/or one hour before the webinar, especially being exportable to their calendars. Age played a major role in shaping this trend, as young participants favoured the one hour (1-h) pre-webinar reminder more than other age groups (P=0.02). Receiving information about the speaker, learning outcomes and pre-webinar reading material (WRM) were preferable, particularly among young participants in comparison with the older age groups (P<0.05). Male participants from Asia and Africa preferred to attend online lectures during the mid-evening on weekends compared with women who were in favour of early evening sessions (P<0.05). CONCLUSION: It must be borne in mind during the interpretation of the results that the data were collected during the COVID-19 pandemic. It is important to take into consideration the gender, age, cultural background and level of experience while setting up virtual orthodontic learning sessions. Organisers need to tailor their events to meet the needs of the attendees.
Subject(s)
COVID-19 , Humans , Male , Female , Aged , Cross-Sectional Studies , Pandemics , Learning , Surveys and QuestionnairesABSTRACT
INTRODUCTION: Nowadays, there is a tremendous increase in the conducting of virtual orthodontic learning sessions (VOLSs). This study aimed to investigate the fundamental technical and settings aspects of VOLSs. METHODS: Three thousand orthodontic residents and specialists worldwide were invited via e-mail to complete an anonymous survey, including 23 prevalidated questions. Reminders were sent at 2-week intervals. When the sample size was reached, the survey was locked. Descriptive and inferential statistics were performed. RESULTS: Two hundred ninety-four males and 299 females of various age groups completed the survey; 61.9% of the participants opted to view the speaker's live video and the presentation's screen concurrently. Participants favored a speaker/screen ratio of 1:6 (57.5%), e-housekeeping before VOLSs (58%), appointed moderators for each VOLS (8.31 out of 10; 95% CI: 8.13, 8.48), and a nondistractive virtual background for the speakers/moderators (21.9%). Participants supported broadcasting before the start of the lecture of the VOLS (6.7 out of 10; 95% CI: 6.50, 6.95), with this being significantly influenced by the gender of participants and their continent of residence (P <0.001). Only 17.4% opted against live streaming of the VOLSs. Muting the attendees' microphones (90.5%) and having their videos switched off (62.39%) was preferable; 49.4% used their personal computers to view the lecture, whereas 27.5% used mobile phones. A webinar of 60-90 minutes duration was preferred by 76.6% of the VOLSs participants; 53.1% of the participants opted for a questions and answers session at the end of VOLSs. CONCLUSIONS: Organizers should take into consideration the impact of the digital body language of the speaker, the role of the moderator, cultural background, and privacy concerns of the attendees while organizing VOLSs. Orthodontic clinicians prefer to spend 60-90 minutes attending an interactive online session in which they can raise their questions during and at the end of the VOLSs.
ABSTRACT
OBJECTIVES: Understanding the issues concerning the conducting of virtual orthodontic learning sessions (VOLSs) is essential. This study aims to identify attendees- and host-related aspects that could optimise learning and uptake from the VOLSs. METHODOLOGY: Fourteen pre-validated questions were anonymously and electronically sent to 3000 orthodontic residents and specialists globally. The survey included demographic questions and questions to gauge attendees' engagement, memorising, and motivation-related factors. Reminders were sent at two-week intervals to non-respondents. The survey was closed when the sample size was met. Descriptive and inferential statistics were performed. RESULTS: 593 orthodontic residents and specialists (294 males and 299 females), primarily junior orthodontists and residents aged between 25 and 35 years of age, completed the survey. Post-VOLS recording was highly requested by the participants (8.84/10, 95% CI 8.67-9.00) with no significant influence of demographics on this trend (p > 0.05). Most of the participants were in favour of short post-VOLSs feedback (6.79/10 95% CI 6.58-6.99) with significant differences (p = 0.048) between participants from different regions of the world. The average number of screenshots taken was 6.1 per lecture. The learners' interests in attending on-line lectures were mainly to learn new clinical orthodontic tips (96.8%). CONCLUSION: Implementing a short feedback survey after VOLSs, the provision of recording, and the provision of certificates of attendance need to be considered.
Subject(s)
Orthodontics , Orthodontists/psychology , Telemedicine , Adult , Humans , Orthodontists/education , Surveys and QuestionnairesABSTRACT
Background Class III malocclusions with maxillary retrognathia are commonly treated with single jaw Le Fort I maxillary advancement. The three-dimensional (3D) effects of surgery on the nasolabial region varies among the clinical studies. Quantifying these changes is of great importance for surgical planning and obtaining valid consent. Objectives To investigate the 3D relationship between soft tissue and skeletal changes secondary to Le Fort I maxillary advancement surgery in skeletal class III patients.Search methods Comprehensive search of multiple electronic databases supplemented by a manual and grey literature search were undertaken from inception to 9 June 2020.Selection criteria Studies that evaluated the 3D soft tissue changes of patients before and after maxillary advancement surgery alone.Data collection and analysis Study selection, data extraction and risk of bias assessment were performed independently by two reviewers, with disputes resolved by a third reviewer. A quantitative synthesis of the data was pre-planned for pooling similar outcome measures.Results Four studies were included in the final review and meta-analysis, with a total of 105 patients (mean age 16.7 + 33.9 years). The mean maxillary advancement of the included studies was 5.58 mm (95% CI 5.20-5.96). The sagittal effects of surgery on nose tip projection and prominence were insignificant (P >0.05, two studies); however, subnasal projection (MD 1.7 mm, two studies) and upper lip projection (MD 2.90 mm, four studies) increased significantly in a forward direction after surgery (P <0.05). Le Fort I osteotomy widens the upper philtrum width (MD 0.84 mm, two studies) (P <0.05). Inconsistencies among the included studies were identified; therefore, the results should be interpreted with caution.Conclusions There is weak evidence based on quantitative assessments that Le Fort I maxillary advancement significantly affects the nasolabial soft tissue envelope mainly in a sagittal dimension. These changes are concentrated around the central zone of the nasolabial region. Future prospective studies on maxillary advancement osteotomy with a standardised method of assessment, taking into consideration the confounding factors, are required.
