Design of a communication skills course in dentistry: Applying active learning strategies to improve educational outcomes

2021 ◽  
Author(s):  
Maria Berry ◽  
Vandilson Rodrigues ◽  
Jane L. Evans ◽  
Maria Isabel de Castro de Souza ◽  
Vanessa Reher
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Communication Skills ◽  
Educational Outcomes ◽  
Active Learning Strategies

scholarly journals An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes

2011 ◽  
Vol 75 (9) ◽  
pp. 186 ◽  
Author(s):  
Brenda L. Gleason ◽  
Michael J. Peeters ◽  
Beth H. Resman-Targoff ◽  
Samantha Karr ◽  
Sarah McBane ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Educational Outcomes ◽  
Active Learning Strategies

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

2019 ◽  
Author(s):  
Kalyca N. Spinler ◽  
◽  
René A. Shroat-Lewis ◽  
Michael T. DeAngelis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Earth Science ◽  
Active Learning Strategies ◽  
Physical Geology

Who wants to be a physician? An educational tool for reviewing pulmonary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 30-37 ◽  
Author(s):  
J R Moy ◽  
D W Rodenbaugh ◽  
H L Collins ◽  
S E DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Educational Game ◽  
Pulmonary Mechanics ◽  
Educational Tool ◽  
Evaluation Instrument ◽  
Pulmonary Physiology ◽  
Active Learning Strategies ◽  
Popular Television

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

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