Teaching and Learning Strategies of Oral Histology Among Dental Students

Abstract

Dental education is in a continuous state of development to adapt to the changing learning strategies of the millennial students. The introduction of electronic learning resources (ELR) is a good example, which has added immense value to the traditional methods of teaching oral histology. The main purpose of the study was to analyze the dental students' perception of learning oral histology the way it was taught. A pre-approved questionnaire survey was electronically distributed to 129 students who had completed the oral histology course. The majority of the students viewed oral histology course to be difficult and irrelevant to their dental career. Similarly, most of them preferred studying alone and used ELR in place of books and atlases. More than three quarters believed using a microscope in practical training sessions will make the oral histology course easier and more interesting. The results of this study will be used to formulate recommendations to be implemented in oral histology course.

Percepções docentes e às estratégias de ensino-aprendizagem durante o isolamento social motivado pelo COVID-19

“…As estratégias de ensino empregadas pelos docentes no dia a dia são outro elemento relevante, as quais devem ser desenvolvidas a fim de sensibilizar e instigar os discentes no processo de aprendizado, evidenciando o papel do professor e dos estudantes com a formação (Ali & Syed, 2020). De modo a estabelecer relações interpessoais com os acadêmicos, de maneira que a relação ensino-aprendizagem seja articulada de forma capaz de satisfazer os objetivos do processo e que os métodos utilizados instiguem o desenvolvimento criativo dos acadêmicos, destaca-se a relevância do papel dos docentes para estimular a emoção dos alunos, instigar reflexões e a formação de habilidades (Silva, 2019).…”

“…A utilização de metodologias de ensino deve considerar que a forma pela qual o aluno aprende não é um ato descrito como isolado ou escolhido por acaso, sem conhecimento prévio dos conteúdos trabalhados ou das habilidades necessárias para a execução e as metas a serem alcançadas (Silva, 2019). As estratégias conhecidas e recomendadas pelos profissionais da educação convergem com as estratégias dos profissionais de outras áreas, embora possam receber nomenclaturas diferentes (Oliveira, 2017;Ali & Syed, 2020).…”

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

“…The teaching strategies used by professors daily are another relevant element, which must be developed to sensitize and instigate students in the learning process, highlighting the professor's role and the students with the training (Ali & Syed, 2020). To establish interpersonal relationships with academics, so that the teaching-learning relationship is articulated in a way capable of satisfying the objectives of the process and that the methods used to instigate the creative development of academics, the relevance of the role of professors stands out to stimulate students' emotions, instigate reflections, and the formation of skills (Silva, 2019).…”

“…Teaching methodologies must consider that the way the student learns is not an act described as isolated or chosen by chance, without prior knowledge of the contents worked on or the skills necessary for the execution and the objectives to be achieved (Silva, 2019). The strategies known and recommended by education professionals converge with professionals' strategies in other areas, although they may receive different nomenclatures (Oliveira, 2017;Ali & Syed, 2020).…”

Application of the presentation–assimilation–discussion class in oral pathology teaching

“…Consequently, students often consider oral pathology difficult to master. 2,3 In China, the conventional lecture-based teaching method has been broadly practiced in oral pathology courses for decades. In this model, instructors are the main knowledge providers, and students are treated as passive receivers of knowledge.…”