Traditional lecture versus video/discussion-based instruction and their effects on learning behavior guidance techniques

Kristen Douglas, M. Wells, E. Deschepper, M. Donaldson
{"title":"Traditional lecture versus video/discussion-based instruction and their effects on learning behavior guidance techniques","authors":"Kristen Douglas, M. Wells, E. Deschepper, M. Donaldson","doi":"10.4103/JEED.JEED_22_17","DOIUrl":null,"url":null,"abstract":"Purpose: The purpose of this study is to compare the traditional lecture-based instruction to a contemporary format, which simulated the flipped classroom, on student learning of behavior guidance techniques (BGTs). Both types of instruction included video examples of BGTs. The secondary aims were (1) to examine the students' preference of learning style on test performance and (2) to determine the student perceptions about the methods of instruction with videos. Subjects and Methods: Videos of practitioners performing BGTs were recorded. Dental students in their third year of training were recruited to participate (n = 70). Students were randomly divided into two groups as they entered the facility: (1) contemporary instruction (CI) and (2) traditional instruction (TI). The CI group watched a 20-min “mini-lecture” that simulated an online module and then divided into discussion groups led by calibrated pediatric residents and faculty. The TI group received 50 min of traditional lecture with videos incorporated in the presentation. At the completion of the course, students completed a questionnaire, which assessed the student's learning of the objectives of the course and his/her perceptions of the learning experience. Results: The CI group performed significantly better on the posttest questionnaire (P = 0.001). After instruction, students felt most comfortable employing Tell-Show-Do and Positive Reinforcement. Students' perception of the usefulness of video examples of BGTs was high with mean 4-point Likert scores of 3.53 CI and 3.52 TI. Conclusions: The CI format improved the students' learning of the topic as assessed by test scores. Behavior guidance education for predoctoral students could be enhanced by the use of videos and discussion-based learning.","PeriodicalId":348927,"journal":{"name":"Journal of Education and Ethics in Dentistry","volume":"87 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education and Ethics in Dentistry","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/JEED.JEED_22_17","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 4

Abstract

Purpose: The purpose of this study is to compare the traditional lecture-based instruction to a contemporary format, which simulated the flipped classroom, on student learning of behavior guidance techniques (BGTs). Both types of instruction included video examples of BGTs. The secondary aims were (1) to examine the students' preference of learning style on test performance and (2) to determine the student perceptions about the methods of instruction with videos. Subjects and Methods: Videos of practitioners performing BGTs were recorded. Dental students in their third year of training were recruited to participate (n = 70). Students were randomly divided into two groups as they entered the facility: (1) contemporary instruction (CI) and (2) traditional instruction (TI). The CI group watched a 20-min “mini-lecture” that simulated an online module and then divided into discussion groups led by calibrated pediatric residents and faculty. The TI group received 50 min of traditional lecture with videos incorporated in the presentation. At the completion of the course, students completed a questionnaire, which assessed the student's learning of the objectives of the course and his/her perceptions of the learning experience. Results: The CI group performed significantly better on the posttest questionnaire (P = 0.001). After instruction, students felt most comfortable employing Tell-Show-Do and Positive Reinforcement. Students' perception of the usefulness of video examples of BGTs was high with mean 4-point Likert scores of 3.53 CI and 3.52 TI. Conclusions: The CI format improved the students' learning of the topic as assessed by test scores. Behavior guidance education for predoctoral students could be enhanced by the use of videos and discussion-based learning.
传统讲座与基于视频/讨论的教学及其对学习行为指导技术的影响
目的:本研究的目的是比较传统的以讲座为基础的教学模式与现代的模拟翻转课堂模式对学生行为指导技巧学习的影响。两种类型的教学都包括bgt的视频示例。次要目的是(1)考察学生对学习方式对考试成绩的偏好;(2)确定学生对视频教学方法的看法。对象与方法:对从业人员进行bgt表演的录像进行记录。招募三年级牙科专业学生参与(n = 70)。学生在进入设施时被随机分为两组:(1)现代教学(CI)和(2)传统教学(TI)。CI组观看了一个20分钟的模拟在线模块的“迷你讲座”,然后分成由校准的儿科住院医生和教师领导的讨论小组。TI组接受了50分钟的传统讲座,并在演示中加入了视频。课程结束后,学生完成一份调查问卷,评估学生对课程目标的学习情况以及他/她对学习经历的看法。结果:CI组在后测问卷上表现明显更好(P = 0.001)。在指导之后,学生们觉得使用“告诉-展示-做”和“正强化”是最舒服的。学生对bgt视频示例有用性的感知很高,平均4点李克特分数为3.53 CI和3.52 TI。结论:CI格式通过测试分数来评估学生对主题的学习。通过视频和讨论式学习,可以加强对博士生的行为指导教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信