Effect of reflective thinking on academic performance among undergraduate dental students

Loka, Suraj Reddy; Doshi, Dolar; Kulkarni, Suhas; Baldava, Pavan; Srilatha, Adepu

doi:10.4103/jehp.jehp_77_19

J Edu Health Promot

2019

DOI: 10.4103/jehp.jehp_77_19

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Effect of reflective thinking on academic performance among undergraduate dental students

Suraj Reddy Loka

Dolar Doshi

Suhas Kulkarni

et al.

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Cited by 8 publications

References 22 publications

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Body painting, ultrasound, clinical examination, and peer‐teaching: A student‐centered approach to enhance musculoskeletal anatomy learning

Bilella,

Eppler,

Link

et al. 2023

Anatomical Sciences Ed

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The presented course, established 2016 as a compulsory elective for 22nd‐year bachelor medical students, aimed to enhance deep learning of upper and lower limb anatomy from a clinical perspective by a maximum of student‐centered activities combining hands‐on skills training with team‐learning. Three cohorts (in total 60 students) participated in this study. Students rotated through body painting, ultrasound, and clinical investigation supervised by faculty or an experienced clinician. Teams of 3‐4 students prepared presentations on clinical anatomy and pathological conditions, which by teacher‐ and peer assessments on average achieved >85% (mean 17.8/20 points ± 1.06). After each activity session, the students reported their learning experience through a reflective diary. Fifty students (83%) evaluated the course by a voluntary anonymous questionnaire combining Likert‐type scale and free‐text questions to assess, predominantly, perception of course activities and their perceived influence on learning anatomy. Journal reports and questionnaires revealed that the students highly valued the course, and 92% (29 females, 17 males) rated group work satisfying or well‐perceived. The highest appreciation achieved ultrasound followed by clinical examination and body painting, which one third proposed to integrate into the regular dissection course. All students recommended the course to their younger peers. This course was feasible to integrate in the pre‐existing curriculum. Limiting factors to offer this elective course to more students are availability of clinical teachers, technical equipment, and education rooms. Being student‐directed tasks, body painting and reflective diary‐writing would be feasible to implement without additional faculty, which we recommend to educators for student engagement activation.

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Body painting, ultrasound, clinical examination, and peer‐teaching: A student‐centered approach to enhance musculoskeletal anatomy learning

Bilella,

Eppler,

Link

et al. 2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection

Rodríguez Rincón,

Munárriz,

Magreñán Ruiz

2024

The International Journal of Management Education

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PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education

Schmalz

Sensky

Kullmann

et al. 2022

BioMed Research International

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Objectives. PRISM (Pictorial Representation of Illness and Self-Measure) is a simple visual tool that has been successfully used as a visual metaphor in medicine. In this pilot study, PRISM was used for the first time to test its potential to support self-reflection and expectations of learning in dental students. Methods. Dental student volunteers (25 3rd year, 10 4th year, and 10 5th year) participated. Using both quantitative and qualitative methods, PRISM interviews were compared with a numerical scale in assessing learning objectives concerning theoretical knowledge, practical skills, interest, and training need in the field of conservative dentistry. Results. Overall, 71% of total student group stated that they would draw personal consequences for their studies due to participating in the PRISM interviews. Compared to the numeric scales, PRISM was rated as more helpful regarding appraisal of students’ theoretical knowledge ( p = 0.02 ), practical skills ( p < 0.01 ), training needs ( p < 0.01 ), importance of dental subspecialties ( p < 0.01 ), and facilitating self-reflection ( p = 0.02 ). In focus groups, students commented that PRISM fostered the development of a trusting relationship with their teacher. Strengths of PRISM mentioned by the students included being able to observe and manipulate a visual summary of their individual learning needs and seeing their different learning needs in relation to one another. Conclusion. In this pilot study, dental students evaluated PRISM to be superior against numeric scales. Furthermore, it ameliorated the communication with teachers. The PRISM task is both simple and brief and warrants further exploration as a useful tool for self-reflection in dental education.

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Effect of reflective thinking on academic performance among undergraduate dental students

Cited by 8 publications

References 22 publications

Body painting, ultrasound, clinical examination, and peer‐teaching: A student‐centered approach to enhance musculoskeletal anatomy learning

Body painting, ultrasound, clinical examination, and peer‐teaching: A student‐centered approach to enhance musculoskeletal anatomy learning

A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection

PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education

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