Student evaluation of a didactic-oriented teaching model in preclinical endodontics

Robert M Block, Fatima M. Mncube-Barnes, P. Supan, Vincent Agboto
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引用次数: 1

Abstract

Background: Current millennial-generation dental students have learning preferences which differ from students of the past. Today's dental students strongly embrace cutting edge technologies, and respond well to a pre-clinical educational curriculum which embraces Evidence-Based Dentistry. Aim: Using the elements of Chickering and Gamson's Seven Principles of Good Practice in Higher Education, this study examined the effectiveness of a contemporary teaching model which differs from the traditional passive “teaching and instruction” approach. Materials and Methods: The Institutional Review Board approved this study. Students from the combined classes of 2012 and 2013 (180 of 191) completed a 25 question survey to evaluate the effectiveness of a teaching model in Pre-clinical Endodontics. Survey questions assessed relevance of class materials, professionalism, and motivation, as well as all facets of the Teaching Model. Scoring employed a three point Likert scale: Excellent (3); Good (2); and, Poor (1). Descriptive statistics were used to determine students' perceived understanding of the course. The comparison between students' mean responses in the sophomore class of spring 2012 and the class of spring 2013 was conducted using a two sample independent t-test to test for differences in mean scores among the two groups. The survey instrument used in this class assessed encouragement of contact between students and faculty (Principle 1); development of reciprocity and cooperation among students (Principle 2); encouragement of active learning (Principle 3); prompt feedback (Principle 4); emphasis of time on task (Principle 5); communicating high expectations (Principle 6); and respecting diverse talents and ways of learning (Principle 7). Results: This paper highlights a newly designed Teaching Effectiveness Model to teach pre-clinical Endodontics to sophomore dental students. Statistical analysis of Likert scale data demonstrated a relationship between the Seven Principles and the Teaching Effectiveness Model. Conclusion: The effectiveness of this teaching model was confirmed by the high pass rate scores (98, 100%) in 2012 AND 2013 classes on the endodontic section of both the written National Board of Dental Examiners and the endodontic section of the clinical state and regional board licensing exams.
临床前牙髓学教学模式的学生评价
背景:当前千禧一代牙科学生的学习偏好与过去的学生有所不同。今天的牙科学生强烈接受尖端技术,并对临床前教育课程做出良好反应,其中包括循证牙科。目的:本研究利用奇克林和甘森的高等教育七项良好实践原则的要素,考察了一种不同于传统被动“教与教”方法的当代教学模式的有效性。材料和方法:机构审查委员会批准了本研究。来自2012年和2013年合并班的学生(191名学生中的180名)完成了一项25个问题的调查,以评估临床前牙髓学教学模式的有效性。调查问题评估了课堂材料的相关性、专业性和动机,以及教学模式的各个方面。评分采用李克特三点量表:优秀(3);好(2);和,差(1)。描述性统计用于确定学生对课程的感知理解。对2012年春季班大二学生和2013年春季班学生的平均反应进行比较,采用两样本独立t检验来检验两组学生平均得分的差异。本课程使用的调查工具评估了鼓励学生与教师之间接触的情况(原则1);发展学生之间的互惠与合作(原则二);鼓励主动学习(原则三);及时反馈(原则4);把时间放在任务上(原则5);传达高期望(原则6);结果:本文重点介绍了一种新设计的牙髓学临床前教学效果模型。李克特量表数据的统计分析显示了七项原则与教学效果模型之间的关系。结论:该教学模式的有效性得到了2012年班和2013年班全国牙科考试笔试牙髓科和临床国家及地区委员会执业资格考试牙髓科的高通过率(98.100%)的证实。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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