<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Seki, Naoko</style></author><author><style face="normal" font="default" size="100%">Moross, Janelle</style></author><author><style face="normal" font="default" size="100%">Otsuka, Hiromi</style></author><author><style face="normal" font="default" size="100%">Sunaga, Masayo</style></author><author><style face="normal" font="default" size="100%">Naito, Mio</style></author><author><style face="normal" font="default" size="100%">Kondo, Keiko</style></author><author><style face="normal" font="default" size="100%">Shinada, Kayoko</style></author><author><style face="normal" font="default" size="100%">Morio, Ikuko</style></author><author><style face="normal" font="default" size="100%">Kinoshita, Atsuhiro</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Dental Hygiene Learning Outcomes Obtained Through Computer-Assisted Simulation Modules</style></title><secondary-title><style face="normal" font="default" size="100%">American Dental Hygienists' Association</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2020-02-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">32-38</style></pages><volume><style face="normal" font="default" size="100%">94</style></volume><issue><style face="normal" font="default" size="100%">1</style></issue><abstract><style  face="normal" font="default" size="100%">Purpose: Education reflecting current knowledge is required for competent health care providers but the number of educators and/or lecture/clinical contact hours are often limited. The purpose of this study was to evaluate the learning outcomes and practicality of interactive simulation modules developed for a computerized learning system in dental hygiene education.Methods: Twenty-nine Japanese fourth-year dental hygiene undergraduates were given access to five interactive modules, delivered via a learning management system (LMS), for one month. The modules provided virtual clinical settings to take learners through decision-making processes for explaining procedures and treatments, and making appointments in English. Pre- and post-tests and a questionnaire were used to evaluate the knowledge gained and to receive learner's feedback. Participants were classified into two groups (study group and non-study group), based on their use/non-use of modules made available during the five-week period for statistical analysis.Results: Post-test scores were significantly higher in the study group (n = 22) than in the non-study group (n = 6), (p = 0.024). Post-test scores were also significantly higher than the pre-test scores in the study group (p = 0.001). No significant differences in the post- versus pre-test scores were found in the non-study group. The questionnaire response rate of 100% (n = 29) indicated that participants considered the interactive modules, including the system operation, as convenient and beneficial.Conclusion: Modules made available via a LMS for self-study were beneficial for Japanese undergraduate dental hygiene students in the acquisition of knowledge and skills for clinical decision-making in English.</style></abstract></record></records></xml>