Method 300: a complementary teaching methodology in Dentistry

Ado klinik bilimler dergisi, 2023

Aim: Dentistry is a professional field in which effective teaching is very important and dentistry students differ in their culture, experience, personality, and learning preferences. In these circumstances, students' preferences should be considered more and educators should try to improve conditions to meet students' learning needs. Material and Method: To investigate the preferences of dental students regarding lecture components, exams, attendance, and professional development a survey has been sent to 190 students at the Faculty of Dentistry, Cyprus Health, and Social Sciences University via the Classroom application as of May 2020. Results were evaluated in five categories; demographic components, lecture components, exams, attendance, and professional development. Results: The respondent rate was 66.8%. The majority of the respondents preferred 40-minutes morning lectures and multiplechoice exams and thought attendance should not be compulsory. Most students agreed that having lectures delivered through PowerPoint presentations and informing students in advance regarding the course topics make the lectures more efficient and thought practical course is necessary to consolidate knowledge after the theoretical course. Some of them agreed that homework is useful for supporting the course. Conclusion: Changes and improvements in teaching methods and channels are now more necessary than ever, and the results of our research can shed light on these changes.

2021

Three Hundred is a teaching and learning method that seeks to awaken the eyes of the student towards the colleague with learning difficulties, promoting collaboration between students. The objective of this work is to report the application of the Three Hundred method in the discipline of physiology and to compare the performance of students before and after the method. Thirteen students participated in the study and were divided, by lot, into 3 groups. The groups were composed of one student who had above-average grades in a previous assessment and 3 or 4 students who had below-average grades. These groups met in extra classes twice a week for three weeks. In these meetings, students with higher averages helped others in activities that were directed by the discipline's teacher. At the end of the meetings, a new evaluation was carried out. The data were tabulated and analyzed using SPSS version 16. It was found that all students were able to increase their averages compared to ...

Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 2017

Background: The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of ''peer-assisted learning'' (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry. Objective: It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it. Method: The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated. Data on acceptance, tutor effectiveness, group interaction models and learning strategies were collected using an evaluative instrument. Results: 121 students (tutees) participated in three cohorts. The response rate reached 98.3 %. In total, the offering was given an average rating of 6.97 ± 1.93 (from 1 = unsatisfactory to 10 = excellent). As the tutees explained the attention that the tutors employed gave to the group was ''just right'' (4.65 ± 1.04; where 1 = too controlling and 4 = just right to 7 = left the group on their own too long) and talked ''just the right amount'' (4.54 ± 0.95; where 1 = too much and 4 = just right to 7 = talked too little). The results for tutor effectiveness reached values between 3.26 ± 0.94 and 3.78 ± 0.87; for the evaluation of group interaction models average values were obtained from 3.41 ± 0.98 to 3.89 ± 0.73 (on a Likert scale of 1 = do not at all agree to 5 = completely agree). Concerning the surveyed learning strategies, the dimensions of ''resource management'' and ''implementation of the learning materials'' were given the highest and lowest rankings, respectively. Conclusion: The tutees' ratings of the newly developed and implemented ICM-cyPAL offering in the dental context were mainly positive. The thematic orientation of the structured training program needs to be optimized. The offering itself requires both a high degree of organization and solid financial and staffing resources.

The Professional Medical Journal

Objectives: To determine the preferred learning styles of Dental students and Dentists among various dental colleges using the VARK questionnaire. Study Design: Cross-sectional study. Setting: Various Dental Colleges in Karachi & Rawalpindi using the VARK questionnaire. Period: From June 2018 to February 2019. Material & Methods: Students, house-officers and demonstrators of dental medical college and hospital were asked to fill the VARK questionnaire which consists of 16 items. Four modes of learning either uni modal, bimodal or trimodal could be identified. The four modes include: visual, aural, reading, kinesthic. Results: Kinesthetic mode of learning was used by 24.5% individuals. Aural mode of learning was used by 25.3% individuals. Visual mode of learning was used by 15.5% individuals. Learning by reading was used by 17.7% individuals. Learning by using all modes was used by 1.5% individuals. Conclusion: Identifying the effective modes of learning is the first step towards cha...

The Journal of Indian Prosthodontic Society, 2015

Background: Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. Methods: A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. Results: The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Conclusion: Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

2008

Abstract: A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student lea...

SciDoc Publishers, 2021

Learning is a process whereby one acquires knowledge, skills, values and attitudes through teaching, study and experience. Learning leads to a relatively permanent change in a person’s knowledge or behaviour [1]. Learning styles and learning approaches are two different processes of learning [2]. Various learning styles are used in the process of learning and gaining the information. Every student is different in one’s own way of perceiving, processing and retaining the information and has a unique learning style.

BMC Medical Education, 2018

Background: Knowledge and self-confidence are two critical determinants of future success of dental students. The present pilot study was conducted with an objective to simultaneously assess both knowledge and confidence gained by dental undergraduate students in the Head and Neck Anatomy course by employing didactic lecturebased and problem-based learning methods. Methods: A paper-based assessment tool comprising of 30 Multiple choice questions to assess knowledge, followed by a Likert's scale to assess students' confidence to answer the given knowledge question was designed. This tool was used in a cohort of first year dental students before the commencement of Head and Neck Anatomy course (Pre-course), immediately after the completion of Head and Neck Anatomy course (Post-course), and again in third year before the same cohort entered their clinical courses (Pre-clinics). The difference in students' knowledge and confidence through both pedagogies was evaluated by Paired 't' test. Pearson correlation analysis was done to determine the correlation between knowledge scores and self-reported confidence. Results: A statistically significant increase (p < 0.05) was noted in the mean knowledge and confidence scores in the post-course evaluation, through both didactic lecture-based and problem-based learning methods. On the other hand, a significant decrease (p < 0.05) in the mean knowledge and confidence scores of didactic lecture-based items in comparison to problem-based items was noted in the pre-clinics evaluation.. The post-course evaluation results yielded a Pearson correlation coefficient of r = 0.514, p = 0.002 for lecture-based items and r = 0.495, p = 0.003 for problembased items, denoting a positive moderate correlation between the knowledge and confidence scores for both lecture-based and problem-based methods. Conclusion: A significant improvement in both knowledge and self-reported confidence demonstrated at the end of Head and Neck Anatomy course proves both didactic lectures and problem-based learning methods to be equally effective in a hybrid dentistry program in the short term. However, the non-significant reduction in the pre-clinics knowledge and confidence scores among the PBL lessons proves it to be a potent learning tool for long term retention of knowledge, and sustainability of confidence.

American Journal of Educational Research, 2017

BACKGROUND: In the recent years, the use of assessment or adjunct tools as a part of teaching has become more wide spread across medical and dental schools. Educators have sought different methods of teaching in the dental curriculum The present curriculum has changed from teacher-centred approaches to more student learner approaches. Lectures, discussions, computer assisted learning, audiovisual source, video based learning, demonstration and role play are different teaching methods employed in educational institutions. Of which, video based learning is a major contributor in dental education. But still there is no clear summary for the evidence for the most effective method of teaching. The aim of this study was to assess the most effective method of teaching dentistry to dental students when compared to video based education. SEARCH METHODOLOGY: The database search yielded 40 articles out of which only 28 articles were selected after title exclusion.Full texts were obtained for t...