Mastery learning: how is it helpful? An analytical review

Siddaiah‐Subramanya, Manjunath; Smith, Sabin; Lonie, James

doi:10.2147/amep.s131638

Cited by 39 publications

(29 citation statements)

References 37 publications

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“…1 Upon graduation dentists should be able to carry out "simple oral surgery", 42 interestingly, the commissioning guidelines for oral surgery reserve the use of the word "surgical" for descriptors detailing the competencies of level 2 practitioners, who are clinicians whose skill levels are above that of those who have just completed DFT. 43 The failure to identify what is meant by a surgical in policy documents, and the variation seen in the answers given by FDs, 46,47 . It could also reflect that DFT had not instilled in them the skills to accurately self-assess their actions.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

Ross

Baker

2019

Eur J Dental Education

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Aims:The aim of this service evaluation was to explore the experiences of foundation dentists (FDs) during their dental foundation year (DFT) in the field of oral surgery and surgical extractions. Methods:A phenomenological approach was taken aiming to explore the FDs' experiences through a qualitative design. All FDs in the region deemed eligible for the evaluation were invited to attend a semi-structured interview or answer a qualitative questionnaire when attending for their exit interview at the completion of DFT. The interviews were then transcribed and thematic analysis was undertaken. Results: 79 FDs took part in the evaluation, representing 86% of trainees eligible for inclusion. Findings showed that not all FDs had the opportunity to undertake surgical extractions independently during the year. Data was analysed and 4 main themes generated when evaluating FDs' experiences; specific learning encounters, influence of the educational supervisor, supportive learning environment and ready for independent practice. Conclusions: This evaluation shows that there are a number of factors associated with FDs' experience during DFT, and not all FDs are leaving the training with a positive experience, with a query as to whether they are fulfilling the aims of training to become an "independent practitioner." It poses questions about what can be done to improve future training and what exactly does DFT need to achieve in terms of experience in surgical extractions. K E Y W O R D S dental foundation training, education, oral surgery

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Section: Discussionmentioning

confidence: 99%

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

Ross

Baker

2019

Eur J Dental Education

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“…Instead, trainees should practice until reaching an established level of competence before moving on to performance on patients, a concept known as mastery learning, which has recently been found highly beneficial in a review in the journal Advances in Medical Education and Practice . 27 …”

Section: Discussionmentioning

confidence: 99%

Simulation in bronchoscopy: current and future perspectives

Nilsson¹,

Naur²,

Clementsen³

et al. 2017

AMEP

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ObjectiveTo provide an overview of current literature that informs how to approach simulation practice of bronchoscopy and discuss how findings from other simulation research can help inform the use of simulation in bronchoscopy training.SummaryWe conducted a literature search on simulation training of bronchoscopy and divided relevant studies in three categories: 1) structuring simulation training in bronchoscopy, 2) assessment of competence in bronchoscopy training, and 3) development of cheap alternatives for bronchoscopy simulation.ConclusionBronchoscopy simulation is effective, and the training should be structured as distributed practice with mastery learning criteria (ie, training until a certain level of competence is achieved). Dyad practice (training in pairs) is possible and may increase utility of available simulators. Trainee performance should be assessed with assessment tools with established validity. Three-dimensional printing is a promising new technology opening possibilities for developing cheap simulators with innovative features.

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“…This condition is possible with the average learning motivation and a grade point in the control group is higher than the treatment group. The grade point in the evaluation of conventional learning methods can predict the achievement of competence, but it differs from the complete learning method which states that the achievement index is not certain to predict competency [26]. This increase in competency scores shows that the application of reflective learning is effectively used in practical learning in the laboratory and in field of clinical practice.…”

Section: Differences In Competence Before and After Treatmentmentioning

confidence: 98%

The Effect of Reflective Learning on Childbirth Care Competence of Midwifery Students

Fadilah¹,

Husin²,

Nurihsan³

et al. 2019

OJN

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Background: The skills of midwives in childbirth care competence are still inadequate. This problem is influenced by limitation experience of midwifery students of childbirth care in the field of practice area. That condition related to the proportion of midwifery students and case of childbirth woman was an imbalance. Midwifery students must prepare this competence in an education with childbirth care experience from practice in the laboratory and in the field of practice. Reflective learning is an appropriate learning method that uses experience as the basis of learning to improve childbirth care competence of midwifery students. Objective: This study is to analyze the effect of reflective learning implementation in childbirth care practice to improve students' competence. Method: This research uses quasi-experimental design with non-equivalent control group design. The respondents were midwifery students in the fourth semester who had experienced the theory of childbirth care. There were totally 64 samples, 34 samples for treatment group and 30 samples for control group. Data were analyzed by using unpaired t test, Mann Whitney U and linear regression. Results: The respondents were homogeny in motivation and grade point of average (GPA). The improvement of childbirth care competency is influenced by treatment of 19.064 with R 2 = 57.7%. Conclusion: The implementation of reflective learning in childbirth care practice affected the improvement of students' competence.

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Mastery learning: how is it helpful? An analytical review

Cited by 39 publications

References 37 publications

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

Simulation in bronchoscopy: current and future perspectives

The Effect of Reflective Learning on Childbirth Care Competence of Midwifery Students

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