No abstract

In studying the curriculum of a nursing program, knowledge acquisition and retention by nursing students is a primary concern of nursing instructors. The purpose of this study was to determine if a lecture which stimulated several senses would significantly increase knowledge acquisition and retention compared to lectures that stimulate only the auditory sense. Forty-three, junior year, diploma nursing students who had essentially the same clinical experience were the subjects randomly assigned to either Group A or B for this study. Group A (control group) attended a formal lecture on "Spinal Cord Injuries" which stimulated only the auditory sense. Group B (experimental group) attended a lecture on the same subject which stimulated the auditory, visual, and tactile senses. A pretest was given to evaluate the knowledge base prior to the lecture, a posttest was given immediately after the lecture to evaluate initial knowledge acquisition, and a retention test was given three weeks later to evaluate amount of knowledge retained. Students attending the multimodal lecture demonstrated a significantly higher retention test score at the .05 level although they did not demonstrate a significantly higher gain score from pretest to posttest.

No abstract

Perceptions of the requirements of cavity preparations have changed over the years. These have had a significant effect on undergraduate teaching at the University of Bristol Dental School, an explanation of which may help general dental practitioners in their quest for information on this important aspect of dental practice. A method is described for teaching undergraduate dental students cavity preparation in caries-free teeth, based upon the position, shape and extent of imaginary carious lesions. Scale diagrams of teeth are used, on which imaginary caries at the amelodentinal junction has been marked. The students are instructed to apply the principles of cavity preparation to equivalent, but caries-free, teeth in the laboratory. 'Outline forms' and other predetermined cavity shapes are not taught. Dental practitioners may find it appropriate to apply similar thinking to cavities they prepare in everyday practice, in an endeavour to avoid the unnecessary removal of tooth tissue that would be better retained.