RESUMO
Background: Remote learning, or synchronous or asynchronous instruction provided to students outside the classroom, was a common strategy used by schools to ensure learning continuity for their students when many school buildings were forced to shut down due to the COVID-19 pandemic. Differences in technology infrastructures, digital competencies of students and teachers, and home supports for learning likely led to inequalities in the way remote learning reached and was perceived by students. This study seeks to understand how student perspectives on remote learning varied across and within several countries. Methods: Building off a conceptual framework developed to understand remote learning success and using data from the Responses to Education Disruption Survey (REDS) student questionnaire from seven countries, we construct measures of student perceptions of three essential components of successful remote learning: Access to Suitable Technology, Effective Teachers, and Engaged Students. We then compare values on these scales across and within countries to identify inequalities in remote learning quality during school closures. We also investigate the extent to which schools implemented supports for remote learning across countries. Results: We find evidence of across country variation in remote learning quality with certain countries having much lower values on our remote learning quality scales compared to other countries in our sample. Furthermore, we identify within-country inequalities in access to and confidence in using technology with low-SES students, girls, and those living in rural areas having lower values on these measures. Furthermore, we find some evidence of within-country inequalities in student engagement across socioeconomic groups. In contrast, we do not find as many inequalities in our measures of effective teachers. In most countries, schools provided several supports to improve remote learning. Conclusions: While inequalities in remote learning experiences were anticipated and confirmed by our results, we find it promising that, in some countries, inequalities in access to and confidence in using technology as well as student engagement did not extend to inequalities in perceptions of teacher effectiveness and support. Schools' efforts to support remote learning, regardless of student background, should be seen as a positive and illustrate their resilience in the face of many challenges.
RESUMO
Introducción y objetivo: El índice PAR evalúa los resultados del tratamiento de ortodoncia en términos de mejora y la calidad técnica de la atención. Se puede utilizar para evaluar las normas de tratamiento de ortodoncia. Una buena oclusión tiene un récord nominal de menos de 5 puntos PAR. El objetivo de este estudio es evaluar la confiabilidad del índice PAR medido en los modelos dentales digitales y físicos para el diagnóstico de problemas oclusales. Materiales y métodos: Este estudio se realizó en 21 modelos de estudio correspondientes a individuos distribuidos equitativamente tanto del sexo femenino como masculino, con diferentes rangos de edades entre 6 y 17 años y en tres tipos de maloclusión (clase I, clase II y oclusiones ideales) escogidos al azar entre 480 modelos disponibles en el grupo de investigación del GIB. Para la medición digital a los modelos de estudio se les tomo un registro de mordida con cera para modelar; las mediciones manuales se realizaron con un calibrador digital y la regla correspondiente al índice PAR; se calibraron 2 investigadores en forma ciega en dos momentos diferentes para la realización de las mediciones. Resultados: Se encontró una excelente confiabilidad de las medidas del índice PAR entre los modelos físicos y los digitales con un coeficiente de correlación intra clase (CCI=0,99) y un intervalo de confianza de 95%. (0,98; 0,99) Conclusión: La medición del índice PAR es igualmente confiable cundo se mide en modelos de yeso que en modelos digitales.
Introduction and objective: The PAR index evaluates the results of orthodontic treatment in terms of improving the technical quality of care. It can be used to assess orthodontic treatment standards. A good occlusion has a nominal record of less than 5 PAR points. The aim of this study was to assess the reliability of the PAR index measured in physical and digital dental models for diagnosing occlusal problems. Materials and methods: This study was conducted in 21 study models of both female and male patients, with different age ranges between 6 and 17 years and three types of malocclusion (Class I, Class II and ideal occlusions) randomly selected from 480 models available in the IPF Research Group. In order to make digital measurements of study models bite registration with modeling wax were taken; manual measurements were made with a digital caliper and ruler for the PAR index; two researchers were blindly standardized at two different times in order to perform the measurements. Results: An excellent reliability of PAR index measurements was observed between physical and digital models with intraclass correlation coefficient (ICC = 0,99) and a confidence interval of 95%. (0,98; 0,99). Conclusions: PAR Index measurements are equally reliable when measured on plaster or digital models.
