Learning Efficacy and Preferences of Dental Students: Teaching “Taking Intra-Oral and Extra-Oral Photographs” using Three Different Teaching Methods

2014 ◽  
Vol 2 (4) ◽  
pp. 160
Author(s):  
W. Saleh ◽  
D. Bister ◽  
S. Markless ◽  
A. Manoharan
Keyword(s):  
Teaching Methods ◽  
Dental Students ◽  
Learning Efficacy

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals Reforming teaching methods by integrating dental theory with clinical practice for dental students

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8477
Author(s):  
Wei Wang ◽  
Xuewei Bi ◽  
Yuhe Zhu ◽  
Xiaoming Li
Keyword(s):  
Clinical Practice ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Dental Students ◽  
Theoretical Medicine ◽  
Clinical Patient ◽  
Clinical Scenarios ◽  
Treatment Plans ◽  
And Performance

Background Transitioning from theoretical medicine to clinical practice is both an important and difficult process in dental education. Thus, there is an urgent need for teaching methods that can improve the ability of dental students to integrate dental theory with clinical practice. Methods First, we conducted training for problem-based learning based on real clinical cases for dental students. The students were then assigned to dentist/patient roles to rehearse and perform simulated clinical scenarios. Finally, questionnaires, clinical patient care scores, and performance assessments were utilized to evaluate and compare the effectiveness of this training with that of traditional teaching methods. Results Students’ abilities to treat and communicate with patients markedly improved after using this reformed teaching method. Among the 30 enrolled students, 29 liked the method, found it time-efficient, and believed that it could help enhance their problem-solving confidence and interest in prosthodontics. They also believed that this teaching method could help them gain a good understanding of related theoretical material, generally thought that the reformed teaching method was more valuable than the traditional approach, and would like to introduce it to others. Conclusion After the reformed teaching method was implemented, the students not only achieved better scholastically, but also demonstrated greater accuracy in diagnosing the conditions of patients and formulating treatment plans. They were also more frequently acknowledged by patients, indicating that this method is effective for dental students.

scholarly journals Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

2001 ◽  
Vol 72 (3) ◽  
Author(s):  
J.T. Soley ◽  
B. Kramer
Keyword(s):  
Student Perceptions ◽  
Teaching Methods ◽  
Dental Students ◽  
Actual Problem ◽  
Textual Information ◽  
Innovative Teaching ◽  
3 Dimensional ◽  
Visual Technologies ◽  
Medical And Dental Students

While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. Awide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3- dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.

scholarly journals The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Saritha Sivarajan ◽  
Eunice Xinwei Soh ◽  
Nor Nadia Zakaria ◽  
Yasmin Kamarudin ◽  
May Nak Lau ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Relative Effectiveness ◽  
Dental Students ◽  
Control Group ◽  
Bending Performance ◽  
Assessment Protocol ◽  
Personalised Learning ◽  
Orthodontic Wire

Abstract Background Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. Methods Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. Results The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. Conclusions Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

scholarly journals Dental students' preferences regarding teaching methods in Riyadh

2019 ◽  
Vol 6 (2) ◽  
pp. 54 ◽  
Author(s):  
HudaI Tulbah ◽  
EmanM Alhamdan ◽  
AmalS Alqahtani ◽  
GhaidaA Alduhayan ◽  
LameesS Albedaiwi
Keyword(s):  
Teaching Methods ◽  
Dental Students

scholarly journals Assessment of Learning Preferences among Indian Undergraduate Dental Students

2015 ◽  
Vol 6 (3) ◽  
pp. 169-173
Author(s):  
Almas Binnal
Keyword(s):  
Teaching Methods ◽  
Multiple Choice ◽  
Dental Students ◽  
Learning Preferences ◽  
Policy Implications ◽  
Multiple Choice Questions ◽  
Male And Female ◽  
Average Percentage ◽  
Assessment Of Learning ◽  
Significant Difference

ABSTRACT Objectives In order to facilitate and optimize learning process, there is need to evaluate preferred choice of teaching methods among dental students, especially in Indian scenario wherein lecturing remains the most commonly employed method of teaching. The aim of the present study was to assess and compare learning approaches among the male and female undergraduate dental students. Materials and methods The study was conducted among undergraduate dental students of Manipal College of Dental Sciences, Manipal University, Mangalore, Karnataka, India. Students belonging to the first 4 years of their professional dental education program were enrolled in the study. A structured, self-administered questionnaire comprising of nine multiple choice questions apart from the demographic details was employed to assess the dental student's preferences towards learning. Results A total of 100 dental students participated in the study. Majority of the respondents preferred lecture classes in the morning hours for 30 minutes. Audiovisual method was the most preferred teaching aid, whereas multiple choice questions and periodic tests were most preferred method for evaluation. Significant difference was observed between male and female study subjects in terms of average percentage of the lecture content they were able to understand (p<0.035). Conclusions The present study holds policy implications for changes in the teaching patterns practiced in current times. Differences among learning preferences of males and females must be considered while selecting teaching methods. There is need to introduce more of active learning programs in order to overcome the drawback of lack of interaction and also to facilitate the learning among all students. How to cite this article Ahmed J, Binnal A, Denny C, Shenoy N, Natarajan S. Assessment of Learning Preferences among Indian Undergraduate Dental Students. World J Dent 2015;6(3): 169-173.

scholarly journals Computer-Based 3D Simulation Method in Dental Occlusion Education: Student Response and Learning Effect

2020 ◽  
Vol 10 (17) ◽  
pp. 6073
Author(s):  
Hai Yen Mai ◽  
Hang-Nga Mai ◽  
Du-Hyeong Lee
Keyword(s):  
Teaching Methods ◽  
Simulation Method ◽  
Dental Students ◽  
3D Simulation ◽  
Dental Occlusion ◽  
Learning Effects ◽  
Occlusal Adjustment ◽  
Simulation Group ◽  
Computer Based ◽  
Presentation Group

Occlusion is a fundamental subject in dental education, and occlusal adjustment is clinically essential in daily dental practices. This study aimed to assess the effects of computer-based 3D simulations on learner responses and learning effect on the principles of occlusal adjustment in undergraduate dental students in comparison with the traditional approach. Two teaching methods, i.e., paper-based 2D presentation and computer-based 3D simulation, were used for teaching the occlusal adjustment concepts. Sixty dental students were divided into two groups using a pair-matching randomization method. In the 2D presentation group, a textbook with 2D illustrations was used. 3D graphic dental models and computer design software were applied in the 3D simulation group. After the course, an attitudinal survey and examination were conducted to evaluate the participants’ feedback and the learning effects resulting from the teaching methods. The independent t test was used to compare the test scores between groups (with α = 0.5). Pearson’s correlation coefficient was calculated to investigate the agreement between the survey data and test scores. Most of the students’ feedback indicated that the 3D simulation method would be effective in acquiring knowledge on occlusion and jaw movement. The examination scores were significantly higher in the 3D simulation group compared with those in the 2D presentation group in the questions for centric relation (P = 0.034). Conversely, the scores were insignificant in the questions for eccentric relation (P = 0.403). There was no correlation observed between the survey data and the actual examination score. Computer-based 3D simulation could increase the participants’ expectations and learning effects in dental occlusion education. Further studies in diversified learning environments are required on the efficacy of digital educational modality.

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