Adding problem-based learning tutorials to a traditional lecture-based curriculum: a pilot study in a dental school

Active learning in undergraduate classroom dental education- a scoping review

INTRODUCTION

Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education.

METHODS

The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data.

RESULTS

In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures.

CONCLUSION

Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

Engaging Critical Thinking: Lessons from the RDA Tutorials and Projects

It is becoming increasingly important that university students, especially those intending to study at postgraduate level, develop the ability to engage critically with the material presented to them and to translate that material into real-world contexts (Candy, 2000; Spronken-Smith, 2005). It has been argued that providing the elements for facilitating deep learning through collaborative and problem-based techniques, as well as aligning course outcomes, teaching processes, and assessment, ensures a synthesis between the course design and lecturers' expectations of students (Barraket, 2004; Biggs, 1996). This short report will briefly examine our attempt to enact deep learning, problem-based learning, and constructive alignment principles in the project and tutorial tasks of an advanced psychology research design undergraduate module (RDA IIB). Both the practical steps taken to implement these principles and their evaluation will be discussed, as well as implications for future practice.

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial

Background:

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012.

Methods:

A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire.

Results:

The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94–96% of students perceived COSGD with didactic lecture help them understand theory better; 76–92% of students feel more comfortable asking questions in a group discussion; 89–98% of students feel such discussions motivate them and 91–100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012.

Conclusion:

Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

Edgar Dale's Pyramid of Learning in medical education: a literature review

BACKGROUND

Edgar Dale's Pyramid of Learning and percentages of retained learning are cited in educational literature in a range of disciplines. The sources of the Pyramid, however, are misleading.

AIMS

To examine the evidence supporting the Pyramid and the extent to which it is cited in medical education literature.

METHODS

A review of literature (1946-2012) based on a search utilising Academic Search Complete, CINAHL, Medline and Google Scholar conducted from September to November 2012.

RESULTS

A total of 43 peer-reviewed medical education journal articles and conference papers were found. While some researchers had been misled by their sources, other authors' interpretations of the citations did not align with the content of those citations, had no such citations, had circular references, or consulted questionable sources. There was no agreement on the percentages of learning retention, in spite of many researchers' citing primary texts.

DISCUSSION AND CONCLUSION

The inappropriate citing of the Pyramid and its associated percentages in medical education literature is widespread and continuous. This citing undermines much of the published work, and impacts on research-based medical education literature. While the area of learning/teaching strategies and amount of retention from each is an area for future research, any reference to the Pyramid should be avoided.