Search Results for « Technology-assisted reviews »

Abstract Liposuction is currently the most popular surgical procedure for body contouring requested by patients in many parts of the world. Since its first published description in 1976, continuous evolution in concepts, techniques, and instrumentation has occurred, enhancing its safety and efficacy. Tumescent anesthesia, microcannulas, and good patient selection have enhanced safety. Assisted liposuction techniques utilizing innovative devices as adjuncts to traditional suction‐assisted lipectomy have enhanced efficacy. Three assisted liposuction techniques, which the author has adopted in her practice, namely, ultrasound‐assisted liposuction, power‐assisted liposuction, and laser‐assisted liposuction are reviewed. Methodology for this review consists of literature search from available liposuction textbooks and journal publications in English language, personal communication with liposuction surgeon colleagues, as well as the author's personal experience. This review aims to help dermatologic surgeons make intelligent equipment choices by presenting the evolution of liposuction concepts, instrumentation, and techniques and allow a better understanding of three methods of assisted liposuction.

Abstract Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta‐analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student‐centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non‐interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.