scholarly journals Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis

2019 ◽  
Vol 15 (1-2) ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
David I. Waddington ◽  
David I. Pickup
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
First Century ◽  
Student Centered ◽  
Individualized Learning ◽  
Adaptive Teaching ◽  
Twenty First Century

scholarly journals Complete root coverage in the treatment of Miller class III or RT2 gingival recessions: a systematic review and meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aitziber Fernández-Jiménez ◽  
Ana-María García-De-La-Fuente ◽  
Ruth Estefanía-Fresco ◽  
Xabier Marichalar-Mendia ◽  
José-Manuel Aguirre-Urizar ◽  
...  
Keyword(s):  
Systematic Review ◽  
Randomized Clinical Trials ◽  
Meta Analysis ◽  
Surgical Techniques ◽  
Primary Objective ◽  
First Century ◽  
Surgical Approaches ◽  
Class Iii ◽  
Root Coverage ◽  
Twenty First Century

Abstract Background The primary objective of this systematic review and meta-analysis was to assess the evidence on complete root coverage (CRC) achieved by periodontal plastic techniques in the treatment of Miller class III/RT2 gingival recessions, comparing techniques developed along the twentieth century (pre-twenty-first) versus surgical approaches of the twenty-first century (21st). Methods An electronic bibliographic search was carried out in four databases up to December 2019, focusing on studies that reported CRC results in Miller class III or RT2 recessions treatment with at least a six-month follow-up. In addition, a random-effects models’ meta-analysis was performed for the CRC, comparing pre-twenty-first versus twenty-first century techniques at 6 months, 12 months and more than 12 months. Results Thirty-seven publications were included. A total of 933 gingival recessions were treated, 298 with pre-twenty-first century surgical techniques and 635 with techniques from the twenty-first century. CRC was achieved at 6 months on half of the recessions (pre-twenty-first: 57.60% vs. 21st: 51.11%), but decreased markedly for twenty-first century techniques at 12 months (pre-twenty-first: 63.82% vs. 21st: 32.87%). Thereafter, this difference was the other way around (> 12 months: pre-twenty-first: 5.26% vs. 21st: 19.65%). The meta-analysis showed a high heterogeneity, with no significant differences amongst the techniques. Conclusions Although CRC might be achievable by treating Miller class III or RT2 recessions with any of the described techniques, its long-term stability is not predictable. More randomized clinical trials with longer follow-ups and several visits, are needed. In addition, the patient’s satisfaction should also be assessed.

scholarly journals STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW

2018 ◽  
Vol 7 (2) ◽  
pp. 93
Author(s):  
Elisabeth Rukmini ◽  
Cindy Cindy ◽  
Pricillia Tanoto
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Negative Impact ◽  
Soft Skills ◽  
Meta Analysis ◽  
Team Work ◽  
Learning Motivation ◽  
Soft Skill ◽  
Student Centered ◽  
Student Centered Learning

Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students’ attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others’ studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students’ performances and soft skill aspects in medical education.Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL’s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.                                                                 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation.Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.                

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

Lessons for cluster randomized trials in the twenty-first century: a systematic review of trials in primary care

2004 ◽  
Vol 1 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Sandra M Eldridge ◽  
Deborah Ashby ◽  
Gene S Feder ◽  
Alicja R Rudnicka ◽  
Obioha C Ukoumunne
Keyword(s):  
Systematic Review ◽  
Primary Care ◽  
Randomized Trials ◽  
First Century ◽  
Cluster Randomized Trials ◽  
Twenty First Century ◽  
Cluster Randomized

The use of bacterial bioremediation of metals in aquatic environments in the twenty-first century: a systematic review

2017 ◽  
Vol 24 (20) ◽  
pp. 16545-16559 ◽  
Author(s):  
Feliphe Lacerda Souza de Alencar ◽  
Julio Alejandro Navoni ◽  
Viviane Souza do Amaral
Keyword(s):  
Systematic Review ◽  
First Century ◽  
Aquatic Environments ◽  
Twenty First Century
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