Educational innovations for dentistry

Sweet, John; Wilson, Jeffrey; Pugsley, Lesley

doi:10.1038/sj.bdj.2008.1123

Cited by 21 publications

(32 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is based on contemporary educational research that draws upon cognitive psychology and the sociology of education; linking components that can be observed in the clinical context. The paper provides a theoretical framework to inform innovations in dental education, as suggested by Sweet et al (1).…”

Section: Introductionmentioning

confidence: 99%

Threshold concepts in dental education

Kinchin

Cabot

Kobus

et al. 2011

European Journal of Dental Education

View full text Add to dashboard Cite

The paper presents a conceptual framework to inform dental education. Drawing from a vast body of research into student learning, the simple model presented here has an explanatory value in describing what is currently observed to happen and a predictive value in guiding future teaching practices. We introduce to dental education the application of threshold concepts that have a transformative role in offering a new vision of the curriculum that helps to move away from the medieval transmission model of higher education towards a dual processing model that better reflects the way in which professionals operate within the discipline. Threshold concepts give a role for the student voice in offering a novice perspective which is paradoxically something that is out of reach of the subject expert. Finally, the application of threshold concepts highlights some of the weaknesses in the competency-based training model of clinical teaching.

show abstract

Section: Introductionmentioning

confidence: 99%

Threshold concepts in dental education

Kinchin

Cabot

Kobus

et al. 2011

European Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Majority of the respondents preferred lecture classes in the morning hours (69) over afternoon (16) or even ing hours (6) and time did not matter for eight subjects. While most of the study subjects preferred duration of lecture to be in the range of 30 to 45 minutes (54 and 34 respectively), nine subjects preferred lecture for 60 minutes and for two subjects time did not matter.…”

Section: Resultsmentioning

confidence: 99%

Assessment of Learning Preferences among Indian Undergraduate Dental Students

Ahmed

Binnal

Denny

et al. 2015

World Journal of Dentistry

View full text Add to dashboard Cite

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

show abstract

“…[14,15] Incorporating innovative pedagogical techniques can be used to overcome the problem of the short attention span of students. [16][17][18][19] Using audio/visual teaching aids were the other perceived effective factors that influence students learning in classrooms. Lecturing topics in detail were not perceived as mandatory for effective lecturing and received only 50% agreement.…”

Section: Discussionmentioning

confidence: 99%

Student′s attitudes toward effective factors in lecturing didactic dental courses

Khafri

Tavanafar²,

Abesi

2014

J Educ Ethics Dent

View full text Add to dashboard Cite

Introduction: Effective communication between educators and students is essential in the learning process. Knowledge of student attitudes toward effective teaching methodologies can be used for future development of dental faculty. The purpose of this study was to investigate dental student attitudes toward effective factors affecting quality of well-delivered didactic dental courses in classrooms. Materials and Methods:This descriptive cross-sectional study was performed between 130 dental students at clinical stage (4-6 years) in academic year 2012-2013 in Babol University of Medical Sciences. The questionnaires were consisted of 36 items and further categorized into four dimensions: (1) Educators, (2) Academic Administration, (3) Course content and (4) Classrooms physical environment. After confirmation of content validity and reliability, they were filled by students. Students 'agreement with each item in the questionnaire was measured using 5-point Likert scale. Descriptive statistics of the data and statistical analysis, t-test and Pearson correlation coefficient, were used. P<0.05 was considered significant. Results: Ninety-eight students responded with response rate of 75 percent. Oral presentation skills and integrated logical order of content in relation to educators, early detailed course plan and visual aids such as instructional videos in relation to course content, were the most important factors recognized by student to influence quality of didactic dental course presentations in the classrooms. Future dental faculty development requires investments, trainings, and support. Conclusion: Dental educators should analyze predominant learning styles of students and change dental curriculum in a way to provide an optimal learning experience.

show abstract

Educational innovations for dentistry

Cited by 21 publications

References 23 publications

Threshold concepts in dental education

Threshold concepts in dental education

Assessment of Learning Preferences among Indian Undergraduate Dental Students

Student′s attitudes toward effective factors in lecturing didactic dental courses

Contact Info

Product

Resources

About