大学生正畸学课程教学模式偏好及远程教学对学习成绩影响的随访研究

IF 1.6 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE
Heidi Arponen, Emma Juuri
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引用次数: 0

摘要

目的:本研究旨在评估博士预科牙科学生对不同教学方式的偏好,考察远程教学对学业成绩的影响,并评估学生的幸福感。方法:对某口腔正畸学课程的19节理论课实施混合式教学,其中一半为远程授课,另一半为课堂授课。总共有51名学生参加了该课程。为了评估学习效果,我们分析了由38道选择题组成的总结性课程考试的结果,并比较了学生在远程授课主题和课堂授课主题相关问题上的表现。采用反馈问卷和学校倦怠量表(SBI-9)分别评估学生的偏好和倦怠水平。调查每个科目的教学方法与相应的考试成绩之间的相关性,以确定可能的关联。结果:我们发现在线课程与课堂教学产生了同样好的整体学习效果。大多数学生赞成混合教学方法,因为他们认为包含远程教学减轻了他们的学习负担,增加了幸福感。学生表现出对学业的疲惫程度和不足感高于SBI-9量表的平均水平,而对学习价值的玩世不恭则低于量表的平均水平。结论:混合教学方法在正畸学理论教学中是有效的,受到本科生的青睐。本研究为教育工作者提高教育成果和学生幸福感提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study.

Objectives: The objective of this interventional mixed-methods study was to evaluate predoctoral dental students' preferences for different teaching modalities, examine the impact of remote teaching on academic performance, and assess students' well-being.

Methods: We implemented a blended teaching approach for the 19 theoretical lectures of an orthodontics course, combining remote delivery for half of the lectures with in-class sessions for the other half. In total, 51 students participated in the course. To assess learning outcome, the results of a summative course examination comprising 38 multiple-choice questions were analyzed, and performance on questions related to remotely delivered lecture topics were compared with topics presented through in-class lectures. The students' preferences were assessed with a feedback questionnaire and their burnout level with the School Burnout Inventory (SBI-9). The correlation between teaching method of each topic and the corresponding examination results were investigated to identify for a possible association.

Results: We found that online lectures yielded equally good overall learning outcomes as in-class lectures. Majority of the students favored the blended teaching approach as they considered that inclusion of remote teaching alleviated their study load and increased well-being. The students exhibited levels of exhaustion from schoolwork and feelings of inadequacy that were above the SBI-9 scale average, whereas cynicism toward the value of studies was found to be below the scale average.

Conclusions: A blended teaching approach is effective in theoretical orthodontics and preferred by undergraduate students. This study provides insight for educators to enhance educational outcome and student's well-being.

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来源期刊
Journal of Dental Education
Journal of Dental Education 医学-牙科与口腔外科
CiteScore
3.50
自引率
21.70%
发文量
274
审稿时长
3-8 weeks
期刊介绍: The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
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