Transfer of basic science knowledge in a problem‐based learning curriculum

Ali, Kamran; Cockerill, Josephine; Bennett, J. H.; Belfield, Louise; Tredwin, Christopher

doi:10.1111/eje.12535

Cited by 10 publications

(10 citation statements)

References 28 publications

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“…Knowledge-based assessments are a core component of undergraduate dental curricula and provide serve to demonstrate that dental graduates have the underpinning scientific knowledge to inform their clinical practice. [21][22][23] Historically, knowledge-based assessments in dental education have been delivered face-to-face in university settings using pen and paper. Although this mode of assessment delivery remains the most common, web-based digital assessment platforms are gaining popularity and allow assessments to be administered online as well as offline.…”

Section: Discussionmentioning

confidence: 99%

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

Ali¹,

Barhom²,

Marino³

et al. 2023

Preprint

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Background and Purpose: Open-source Artificial intelligence (AI) applications are fast transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance ChatGPT, an AI-based application, on a wide range of dental assessments and discusses the implications for undergraduate dental education. Methods: This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognized assessments in undergraduate dental curricula. ChatGPT was used to attempt ten items based on each of the five commonly used question formats including single-best answer (SBA) multiple-choice questions (MCQs); short answer questions (SAQs); short essay questions (SEQs); True/False questions and fill in the blanks items. In addition, ChatGPT was used to generate reflective reports based on multisource feedback (MSF); research methodology; critical appraisal of the literature. Results: ChatGPT application provided accurate responses to majority of knowledge-based assessments based on MCQs, SAQs, SEQs, Tue/False and fill in the blanks items. However, it was only able to answer text-based questions and did not allow processing of questions based on images. Responses generated to written assignments were also of good quality apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs by ChatGPT as it was only able to produce reports limited to approximately 650 words. Conclusion: Notwithstanding their current limitations, AI-based applications have the potential to revolutionize virtual learning. Instead of treating it as a threat, dental educators need to adapt teaching and assessments in dental education to the benefits of the learners whilst mitigating against dishonest use of AI-based applications.

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Section: Discussionmentioning

confidence: 99%

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

Ali¹,

Barhom²,

Marino³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…The three researchers, as part of the fifth step, agreed on the optimal way to sequence those themes based on their collective understanding of the encapsulating context, delivered curriculum, and receiving students. The researchers factored into the analysis their interpretation of differing knowledge transfer, exchange, and valorization theories (eg Kirkpatrick model, Learning-Transfer Evaluation, system thinking, knowledge management, and processual analyses) [42][43][44][45][46]. They also coded the themes.…”

Section: Plos Onementioning

confidence: 99%

Investigating the evolution of undergraduate medical students’ perception and performance in relation to an innovative curriculum-based research module: A convergent mixed methods study launching the 8A-Model

et al. 2023

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Background Embedding into undergraduate medical programs experiential research curricula, based on holistic theories of education which emphasize participation in the social world, remains uncommon. The purpose of this study was to investigate the journey of undergraduate medical students in relation to an innovative compulsory curriculum-based research module, which has a prominent experiential learning component. Methods A convergent mixed methods study design was adapted to develop a systemic understanding of the experience of the undergraduate medical students throughout the respective research module. As such, the students’ perception of the experience was qualitatively explored using thematic analysis (n = 15). In parallel, the students’ performance data were quantitatively analyzed using multi-repeated ANOVA (n = 158). The findings from both types of analyses (i.e., qualitative and quantitative study components) were then mapped onto each using joint display analysis. Findings The exploration generated four themes that correspond to sequential steps that the students go through to effectively integrate the scientific research method. These themes include: 1- Attend-Acquire, 2- Accumulate-Assimilate, 3- Apply-Appreciate, and 4-Articulate-Affect. Quantitatively, two distinct clusters of mean Grade Point Average were revealed (p<0.01). Joint display analysis enabled integrating the qualitative and quantitative findings, generating the 8A-Model. Conclusion The evidence-driven 8A-Model, generated by this study, highlights that medical students’ understanding of the true value of research seems to increase as they progress in the module. They begin expressing appreciation of the significance of the experience when they start implementing what they are learning as part of their own research studies. It is recommended for such a research module, with a firm experiential learning component, to be integral to undergraduate medical programs. This is expected to improve the future physicians’ research competences, and in turn add value in terms of quality of care and patient outcomes.

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“…1,2 In medical and dental education, tracking biomedical sciences (BMS) content performance through multi-course assessment data can help educators address how and to what extent the teaching of BMS is being applied to integrated clinical sciences throughout students' progression from preclinical to clinical experiences. 3,4 Constructive alignment and exam blueprinting provide complementary approaches for educators to align their assessment construction with organized course content, learning objectives, and goals. 5…”

Section: Problemmentioning

confidence: 99%

“…The Integrated National Board Dental Examination (INBDE), which assesses the ability to apply fundamental knowledge in a problem‐solving context, focuses on evaluating the future dental practitioner's ability to integrate basic sciences knowledge into adaptive clinical learning situations and requires a more didactic application‐oriented approach to organizing the dental curriculum 1,2 . In medical and dental education, tracking biomedical sciences (BMS) content performance through multi‐course assessment data can help educators address how and to what extent the teaching of BMS is being applied to integrated clinical sciences throughout students’ progression from preclinical to clinical experiences 3,4 . Constructive alignment and exam blueprinting provide complementary approaches for educators to align their assessment construction with organized course content, learning objectives, and goals 5 …”

Section: Problemmentioning

confidence: 99%

An exam blueprinting case for measuring student application of biomedical sciences to clinical sciences

Han

Iyer

2022

Journal of Dental Education

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Transfer of basic science knowledge in a problem‐based learning curriculum

Abstract: This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the VERSION OF RECORD.

Cited by 10 publications

References 28 publications

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

Investigating the evolution of undergraduate medical students’ perception and performance in relation to an innovative curriculum-based research module: A convergent mixed methods study launching the 8A-Model

An exam blueprinting case for measuring student application of biomedical sciences to clinical sciences

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