Integration of dental education for knowledge retention: Review of literature

Hammad, Hoda Gh; Hamed, Mohamed Said

doi:10.4103/2229-6360.188221

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…A c c e p t e d D r a f t Educational research in multiple disciplines has demonstrated that repeated opportunities to recall and apply new knowledge is crucial to retention. 7,8 Deficiencies in the retention of drug information knowledge have been reported as an area of concern for pharmacy programs. Valdez and colleagues observed significant reductions in knowledge retention and clinical confidence of 70.4% to 60.9% in second-year pharmacy students over four months.…”

Section: A J P Ementioning

confidence: 99%

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Tsai

Ostrogorsky

et al. 2021

American Journal of Pharmaceutical Education

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To increase student knowledge and confidence regarding commonly prescribed medications by completing a series of peer teaching activities. Methods. Third-year pharmacy students (n=98) engaged in the RxReady peer teaching series. Each student was assigned a drug to learn in-depth; however, twenty-four students were randomly selected and guided to provide peer teaching regarding a single medication. Assessment methods included pre-and post-quiz and anonymous surveys about the peerteaching modality. Students also provided qualitative feedback on the series at the end of course survey. Results. Among 96 students who completed the pre-and post-quizzes, there was a mean increase of 15% (SD=11) on the post-quiz compared to the pre-quiz. Ninety-two (96%) students achieved a higher score on the post-quiz. There was no difference in mean percent change between pre-and post-quiz for students who presented in class compared versus those who did not (17% [SD=10] versus 15% [SD=11], respectively). Results indicated that student-reported confidence significantly improved across all drug knowledge categories; in each category, the median confidence score increased from 2 (somewhat confident) to 3 (moderately confident). Generally, student qualitative feedback was positive and provided suggestions to improve the content and design. Conclusion.Peer teaching approach can assist in targeting gaps in drug knowledge and help to build learner-reported confidence.

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Section: A J P Ementioning

confidence: 99%

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Tsai

Ostrogorsky

et al. 2021

American Journal of Pharmaceutical Education

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Science of Dental Materials as Subject’s Perception, Understanding, And Learning by BDS Students

Munir¹,

Inayat²,

Shafqat³

et al. 2022

PJHS

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A better understanding of the Science of Dental materials as a subject depends upon theoretical knowledge and its clinical application. The multitude of teaching methodologies in the dental curriculum has been incorporated to determine learning outcomes. Objective: This study aimed to found the perception of BDS second-year students toward the subject of dental materials and evaluate the difficulty in learning and acquisition of concepts in this preclinical year. Methods: This cross sectional study was conducted among 130 students of BDS second year registered with University of Health Sciences, Lahore. Pre-designed questionnaire was used as research tool to determine the students’ perceptions towards teaching methodologies and understanding of dental Materials. Results: Only 53.7% of the students reported DM as an interesting subject. Satisfaction with content was 90% and delivery and pace of the lectures were reported at 79.3%. Majority of the student (86.8%) reported lecture materials easy to understand. The most useful method for learning and understanding this subject is group discussion 76.15%, followed by PowerPoint presentation 73.85%. The favored mode of assessment was MCQs (80%) followed by practical lab 66.93%. To improve learning 82.3% of the students recommended group discussion and integrated teaching method (77.6%). Conclusions: The majority of students found Dental material a difficult subject. A better understanding of this subject needs improvement in already applied teaching methodologies with an integrated teaching mode

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Integration of dental education for knowledge retention: Review of literature

Cited by 2 publications

References 3 publications

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Science of Dental Materials as Subject’s Perception, Understanding, And Learning by BDS Students

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