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 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 TEACHING METHODOLOGIES;

2012 ◽  
Vol 19 (05) ◽  
pp. 597-603
Author(s):  
Fatima MUKHTAR ◽  
NOREEN HASHMI ◽  
MUHAMMAD ALI RAUF ◽  
Amna Anzar ◽  
Khurram Islam Butt ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Multiple Choice ◽  
Problem Based Learning ◽  
Good Teacher ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Skills Laboratory

Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

scholarly journals Probability-Utility Model for Managing Evidence-based Central Database

2010 ◽  
Vol 4 (1) ◽  
pp. 61-66
Author(s):  
Janet G Bauer
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Treatment Options ◽  
Clinical Decisions ◽  
Utility Model ◽  
Clinical Scenarios ◽  
Average Patient ◽  
Treatment Plans ◽  
Central Database

The Probability-Utility Model is dependent on the clinical practice guideline for its function. The Model functions to provide decision analyses that demonstrate to clinicians and patients how personal preferences change the character of best evidence. Initially, patients are provided a clinical practice guideline based on “average patient” best evidence. The Model works to demonstrate how decision, utility, and cost best evidence impact on decisions. It offers to patients an explanation of these impacts. Thus, patients may become more informed about the choices that go into making optimal clinical decisions for their own personal health care. The model also provides for visual images to be used in discussing their personal choices when considering different treatment options and clinical scenarios. The calculations accomplished through the Model provide trade-off analyses by which discussions may be facilitated between provider and patient in reaching informed consent and optimal clinical decisions in formulating treatment plans.

scholarly journals The Effect of Live Demonstration and Flipped Classroom with Continuous Formative Assessment on Dental Students’ Orthodontic Wire-bending Performance

2021 ◽  
Author(s):  
Saritha Sivarajan ◽  
Eunice Xinwei Soh ◽  
Nor Nadia Zakaria ◽  
Yasmin Kamarudin ◽  
May Nak Lau ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Dental Students ◽  
Orthodontic Appliances ◽  
Personalised Learning ◽  
Orthodontic Wire ◽  
Live Demonstration

Abstract Background: In some dental schools, undergraduate students are taught wire-bending to train their manual dexterity. Traditionally, live demonstration (LD) was used as the sole teaching method until recently, either live video demonstration or flipped classroom (FC) teaching are being employed. Continuous formative assessment can be used as a systematic approach for personalised learning. This allows monitoring of the students’ progress and enhances learning by enabling students to identify their strengths and weaknesses. This study aims to evaluate the effects of live demonstration and flipped classroom teaching methods, supplemented with continuous formative assessment on dental students’ performances in bending six types of wire components for removable orthodontic appliances. By knowing the effectiveness of the teaching methods, appropriate method can be implemented in view of the current Covid-19 pandemic. Methods: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohorts. They attended six teaching sessions, for six types of wire components each, with either LD or FC teaching methods. Submission of wire assignments was required after each session, for blinded wire-bending assessment, which were distributed to the students, lecturers, and technicians before the next session, as part of their formative assessment. Students also completed a self-reported questionnaire after the first session (T0) and at the end of all six sessions (T1). Results: The mean wire-bending scores for FC was significantly (p < 0.05) higher than LD for two of the six assignments, namely the Adams clasp and Z-spring. In LD and FC, formative assessment was found to have contributed a significant increase in scores over time. No statistically significant correlation was found between the wire-bending scores and utilisation of videos. T0 and T1 questionnaires showed that students were satisfied with both teaching methods. Conclusions: Both LD and FC are equally effective in transferring practical skills of orthodontic wire-bending and well-received by students. Continuous formative assessment enhanced students’ learning of orthodontic wire-bending skills.

The Impact of Web 2.0 Tools on Economics Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2386-2399
Author(s):  
Ruhaida Saidon Et.al
Keyword(s):  
Web 2.0 ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Economics Education ◽  
Innovative Teaching ◽  
Web 2.0 Tools ◽  
And Performance ◽  
Learning Principles ◽  
The Impact

Economics education has been overly paired with traditional "chalk and talk" teaching methods. However, educators must shift the conventional teaching approach to more innovative teaching methods that allow students to engage more effectively in the learning process. This study attempts to evaluate the impact of Web 2.0 tools on students’ interaction and engagement in learning Principles of Economics course. The data on the lecturer's observation, together with the engagement and expectations of forty-four students in the Principles of Economic class were used in this study. This study adopted Gibbs Reflective Model in gathering and analyzing the data. The findings indicate that the application of Web 2.0 has increased the students’ engagement and performance in learning Principle of Economics and making teaching and learning more effective and interesting compared to traditional teaching method. The results imply that current Web 2.0 tools can be successfully integrated into Economics education.

scholarly journals Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities

2021 ◽  
Vol 5 (12) ◽  
pp. 88-92
Author(s):  
Diansong Yang ◽  
Yanxia Chi ◽  
Huiping Liu ◽  
Dongmei Li
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Teaching Reform ◽  
Practice Teaching ◽  
Common Clinical Practice ◽  
Medical Colleges

Clinical practice teaching is an important part of medical education. For medical students in colleges and universities, the teaching method is mostly single before the teaching reform. Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.

scholarly journals Effect of Hybrid Problem-Based Learning versus the Conventional Teaching Method on Dental Students’ Knowledge and Performance in Endodontics

2019 ◽  
Vol 31 (4) ◽  
pp. 189-194
Author(s):  
Mandana Naseri ◽  
Yazdan Shantiaee ◽  
Negar Norouzi ◽  
Ali Mohammad Tavakol ◽  
Atefeh Gohari ◽  
...  
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Dental Students ◽  
Conventional Teaching ◽  
And Performance
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