Table 3.
A brief review of the studies in the field of educational software
| Authors (year) | Country | Type of software | Participants | Evaluation Method | Main findings |
|---|---|---|---|---|---|
| Chang et al, 2012 ( 23 ) | Botswana | Telemedicine pharmaceutical software | Post-graduate medical students (N=7) | Satisfaction assessment after 4 and 8 weeks | The software significantly affected the amount of medical information in patients' beds and the amount of learning at home |
| De Sena et al., 2013 ( 10 ) | Brazil | Skin flap surgery software | Medical students (N=50) | Pre-test/ post-test | The skill score of the students who used the software was higher than the group who were trained in the traditional way |
| Khanal et al., 2014 ( 11 ) | United States | Cardiopulmonary resuscitation virtual reality simulator | Medical students (N=148) | Pre-test/ post-test | The simulator was as effective as the traditional face-to-face method |
| Yoo et al., 2015 ( 24 ) | South Korea | Cardiopulmonary evaluation software | Nursing students (N=22) | Pre-test/post-test | The application improved students' knowledge and clinical skills |
| Bullock et al., 2015 ( 29 ) | United Kingdom | Mobile software | Medical students (N=125) | questionnaire | Significant decrease in the use of printed copies and increase in the satisfaction among students was observed |
| Fernandez et al., 2016 ( 30 ) | Spain | Shoulder examination skill software | Physiotherapy student (N=49) | Post-test | The OSCE test score of the intervention group was higher than the control group |
| Briz-Ponce, et al., 2016 ( 31 ) | Spain | Anatomy software | Medical students (N=30) | Pre-test/post-test | The intervention group performed better than the control group |
| Kim et al., 2017 ( 32 ) | South Korea | Removing neonatal airway obstruction skill software | Nursing students (N=73) | Pre-test/ post-test | Satisfaction level and skill scores were higher in the intervention group compared to the control group |
| Deshpande et al., 2017 ( 13 ) | India | Dentures treatment planning software | Dental students (N=120) | 5-point Likert questionnaire | The software improved clinical reasoning and decision making skills |
| Mladenovic et al., 2020 ( 27 ) | Serbia | Dental traumatic injury software | Dental students (N=31) | 4-point Likert questionnaire | More than 90% of students were satisfied and better training during the corona period was observed |
| Nasiri et al., 2014 ( 33 ) | Iran | Head and neck anatomy software | Medical students (N=62) | Pre-test/post-test | Mobile based education promotes anatomy learning Compared to the group that was trained to give lectures |
| Babazadeh et al., 2016 ( 5 ) | Iran | Oral pathology software | Dental students (N=30) | Post-test | Smart- phone based education significantly affected students' final grades |
| Gilavand et al., 2016 ( 14 ) | Iran | Systemic patients' considerations software | Dental students (N=60) | Pre-test/Post-test | The students using the software had a higher awareness about the dental treatment of patients with systemic diseases compared to the control group |