Change in Perception of Clinical Dental Hygiene Core Competency according to the Number of Team-based Learning modules undertaken by Dental Hygiene Students

Abstract

Objectives: The purpose of this study is to measure the difference in the effect of team-based learning according to the number of sessions on the topic attended by dental hygiene students. Methods: Since the mutual influence on the number of sessions attended before and after team-based learning could not be excluded, the Friedman two-way ANOVA—a nonparametric analysis corresponding to repeated measures ANOVA—was performed. Furthermore, the Bonferroni correction was applied for post hoc testing, with the statistical significance level being p < 0.05. Results: A statistically significant difference was identified in terms of the perception of clinical dental hygiene core competency after the 2nd session (p < 0.001) of the team-based learning module. In addition, the students preferred a maximum of three sessions of team-based learning. Conclusions: Drawing on the results of this study, it is recommended that the teaching design for a team-based learning module should consist of at least two sessions