1
|
Möser M, Hermkes R, Filmann N, Harsch SY, Rüttermann S, Gerhard-Szép S. Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot study. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc69. [PMID: 38125896 PMCID: PMC10728665 DOI: 10.3205/zma001651] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 06/01/2023] [Accepted: 08/08/2023] [Indexed: 12/23/2023]
Abstract
Objective Previous research on problem-based learning (PBL) describes that videotaped observations develop meaningful insights into cognitive processes in tutorial groups. Analysis regarding the amount of prior knowledge on learning achievement has not been investigated in medical education so far, although both are key factors of PBL success. Thus, we intended to analyse videos of digital problem-based learning (dPBL) sessions, focusing on knowledge acquisition and interaction dynamics among groups with different levels of prior knowledge to reveal any distinctions. Methods This study employed a pilot design by dividing 60 dental students into twelve subgroups with less or more prior knowledge, determined by a pre-semester multiple choice test (MCQ). The groups engaged in videotaped dPBL cases, which were examined regarding group interactions and tutor effectiveness. The learning achievement was assessed through a post-semester MCQ, an oral and practical exam. Results The video analysis showed that dPBL groups with less prior knowledge achieved significantly higher tutor effectiveness and group interaction utterances, but that the percentage of time in which utterances occurred was similar in both groups. Related to the MCQ results, the students with less prior knowledge learned four times more than those with profound previous abilities, but no significant difference was found in the results of the oral exam and practical exam. Conclusions The interaction dynamics in dPBL depend on the group's amount of prior knowledge. Especially groups including participants with less prior knowledge seemed to benefit from dPBL in comparison to groups with more prior knowledge. The dPBL groups acquired knowledge in different ways during the courses but, finally, all students arrived at a similar level of knowledge.
Collapse
Affiliation(s)
- Martin Möser
- Goethe University Frankfurt, Department of Operative Dentistry, Frankfurt/Main, Germany
| | - Rico Hermkes
- Goethe University Frankfurt, Department of Business Ethics and Business Education, Frankfurt/Main, Germany
| | - Natalie Filmann
- Goethe University Frankfurt, Department of Biostatistics and Mathematical Modelling, Frankfurt/Main, Germany
| | - Seon-Yee Harsch
- Goethe University Frankfurt, Department of Operative Dentistry, Frankfurt/Main, Germany
| | - Stefan Rüttermann
- Goethe University Frankfurt, Department of Operative Dentistry, Frankfurt/Main, Germany
| | - Susanne Gerhard-Szép
- Goethe University Frankfurt, Department of Operative Dentistry, Frankfurt/Main, Germany
| |
Collapse
|
2
|
Jahns H, Zintl A. Evaluation of Student Engagement, Communication, and Collaboration during Online Group Work: Experiences of Fourth Year Veterinary Medicine Students. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220041. [PMID: 36645822 DOI: 10.3138/jvme-2022-0041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Accelerated by the COVID-19 pandemic, online teaching has become widely established in higher education in recent years. However, little is known about the influence of the online environment on collaborative student activities which are an integral part of veterinary education. This study explored engagement, collaboration, and communication among fourth-year veterinary students working in groups on online case-based learning (CBL) activities. Data were collected by questionnaire (93/135) and anonymous peer assessment (98/135) at the end of the trimester. While most students (67%) enjoyed group work and 75% considered it of benefit to their learning, the results indicated that the students' interaction was mainly limited to task management and collating individual answers on shared documents. Rather than meeting online, students communicated by chat and messenger apps. Agreement of roles, rules, and the group contract were largely treated as box-ticking exercises. The conflict was the only factor that affected group work satisfaction and was largely avoided rather than addressed. Interestingly lack of student engagement in group work was not related to overall academic performance and had no impact on their end-of-term exam results. This study highlights high student satisfaction and engagement with online group CBL activities even when collaboration and communication was limited. Achieving higher levels of collaborative learning involving co-regulation of learning and metacognitive processing of learning content may require more specific, formal training in relevant skill sets from an early stage of the veterinary curriculum.
Collapse
Affiliation(s)
- Hanne Jahns
- Veterinary Pathology, Veterinary Pathobiology Section, UCD School of Veterinary Medicine, Veterinary Sciences Centre, University College Dublin, Belfield, Dublin 4, D04W6F6, Ireland
| | - Annetta Zintl
- Veterinary Pathobiology Section, UCD School of Veterinary Medicine, Veterinary Sciences Centre, University College Dublin, Belfield, Dublin 4, D04W6F6, Ireland
| |
Collapse
|
3
|
Chen F, Hu Z, Yan L, Lin Z, Liu F, Lin L, Qiu Y, He B. The effect of formal statistical courses attitudes on learning outcomes in a cohort of undergraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:806-812. [PMID: 33410222 DOI: 10.1111/eje.12660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2019] [Revised: 09/18/2020] [Accepted: 01/04/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Whilst statistical knowledge is essential for dental students' academic or professional careers, only a few studies have measured the attitudes of these students towards statistics courses. This study aimed to investigate the attitudes of a cohort of dental students towards a formal statistical course and explore the factors that are potentially related to these attitudes. METHODS A survey was performed amongst dental students of 2017 entry at Fujian Medical University, China. The questionnaire covers three aspects: demographic characteristics, educational background and attitudes towards formal statistics courses. RESULTS A total of 103 dental students enrolled for the survey, and the response rate was 100.0%. 44.7% of dental students had positive attitudes towards formal statistics courses with an overall average of 25.7 (SD = 2.2, out of 30). Students' computer skills, expectations of course achievement, attention in class and learning atmosphere of the class were significantly associated with the attitudes towards formal statistics courses. Moreover, students with positive attitudes experienced a greater improvement in the statistical cognition and application ability of statistical methods after the course than those with negative/neutral attitudes. Additionally, a positive correlation was observed between students' attitudes and achievement in the examination. CONCLUSION These results suggest that attitudes are critical to the learning effectiveness in formal statistics courses amongst undergraduate dental students. All the educators involved should monitor the students' attitudes in the teaching process and make effective interventions to improve students' attitudes towards formal statistics courses.
Collapse
Affiliation(s)
- Fa Chen
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Zhijian Hu
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Lingjun Yan
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Zheng Lin
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Fengqiong Liu
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Lisong Lin
- Department of Oral and Maxillofacial Surgery, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China
| | - Yu Qiu
- Department of Oral and Maxillofacial Surgery, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China
| | - Baochang He
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| |
Collapse
|
4
|
Affiliation(s)
- Carly T. McKenzie
- Department of Clinical and Community Sciences; School of Dentistry University of Alabama at Birmingham
| |
Collapse
|
5
|
Mariño RJ, Ghanim A, Barrow SL, Morgan MV. Cultural competence skills in a dental curriculum: A review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e94-e100. [PMID: 28261942 DOI: 10.1111/eje.12263] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/30/2017] [Indexed: 06/06/2023]
Abstract
UNLABELLED This study aimed to analyse and evaluate the extent of transcultural content in the current curricula of the Doctor of Dental Surgery (DDS), Bachelor of Oral Health (BOH) and Master of Nursing Science (MNSc) courses at the University of Melbourne. METHODS The study was conducted in two phases: a quantitative review and assessment of the current DDS, BOH and MNSc curricula at the University of Melbourne, and interviews with various staff from the University of Melbourne who were responsible for curriculum development for these courses. RESULTS Staff from the DDS, BOH and MNSc courses concurred on the importance of transcultural skills, the necessity of covering cultural issues relevant to the main ethnic groups in Australia, obstacles faced and the lack of evaluation methods for cultural competency. The nursing curriculum had the most extensive coverage of transcultural content throughout both years of the course (total 71 formal contact hours; mean 36 formal contact hours per year). In contrast, modules on transcultural skills were limited to the first two of the 3-year BOH course (54 hours; 18 hours) and only the first of the 4-year dental curriculum (40 hours; 10 hours). CONCLUSION The DDS course showed less time devoted to formal teaching of these concepts compared to the nursing and BOH courses despite showing a noticeable improvement from a previous assessment conducted in 2006. It is hoped that the DDS course continues to further increase the transcultural content and find ways to incorporate more transcultural education.
Collapse
Affiliation(s)
- R J Mariño
- Oral Health Cooperative Research Centre, Melbourne Dental School, The University of Melbourne, Melbourne, Australia
| | - A Ghanim
- Melbourne Dental School, The University of Melbourne, Melbourne, Australia
| | - S L Barrow
- Melbourne Dental School, The University of Melbourne, Melbourne, Australia
| | - M V Morgan
- Melbourne Dental School, The University of Melbourne, Melbourne, Australia
| |
Collapse
|
6
|
Wang YH, Zhao Q, Tan Z. Current differences in dental education between Chinese and Western models. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e43-e49. [PMID: 27339198 DOI: 10.1111/eje.12216] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators.
Collapse
Affiliation(s)
- Y H Wang
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Q Zhao
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Z Tan
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
- Oral Implant Centre, West China School of Stomatology, Sichuan University, Chengdu, China
| |
Collapse
|
7
|
Channon SB, Davis RC, Goode NT, May SA. What makes a 'good group'? Exploring the characteristics and performance of undergraduate student groups. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:17-41. [PMID: 27059340 DOI: 10.1007/s10459-016-9680-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2015] [Accepted: 04/01/2016] [Indexed: 06/05/2023]
Abstract
Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a 'good group' through considering three aspects of group success: the task, the individuals, and the team. We employed a mixed methodology, combining demographic data with qualitative observations and task and peer evaluation scores. We determined associations between group dynamic and behaviour, demographic composition, member personalities and attitudes towards one another, and task success. We also employed a cluster analysis to create a model outlining the attributes of a good small group learning team in veterinary education. This model highlights that student groups differ in measures of their effectiveness as teams, independent of their task performance. On the basis of this, we suggest that groups who achieve high marks in tasks cannot be assumed to have acquired team working skills, and therefore if these are important as a learning outcome, they must be assessed directly alongside the task output.
Collapse
Affiliation(s)
- S B Channon
- Department of Comparative Biomedical Sciences, The Royal Veterinary College, Royal College Street, London, NW1 0TU, UK.
| | - R C Davis
- Department of Academic Support and Development, The Royal Veterinary College, Hertfordshire, UK
| | - N T Goode
- Department of Comparative Biomedical Sciences, The Royal Veterinary College, Royal College Street, London, NW1 0TU, UK
| | - S A May
- Department of Clinical Sciences and Services, The Royal Veterinary College, Hertfordshire, UK
| |
Collapse
|
8
|
Badiyepeymaie Jahromi Z, Mosalanejad L. Integrated method of teaching in Web Quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education. Glob J Health Sci 2015; 7:249-59. [PMID: 25946931 PMCID: PMC4802140 DOI: 10.5539/gjhs.v7n4p249] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2014] [Accepted: 11/23/2014] [Indexed: 11/26/2022] Open
Abstract
Introduction: Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students’ learning behaviors. Materials and Methods: In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according toWeb Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient’s treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet. Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. Results: The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. Conclusions: In view of Web Quest’s positive impacts on students’ learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.
Collapse
|
9
|
Bassir SH, Sadr-Eshkevari P, Amirikhorheh S, Karimbux NY. Problem-Based Learning in Dental Education: A Systematic Review of the Literature. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.1.tb05661.x] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Seyed Hossein Bassir
- Division of Periodontology, Department of Oral Medicine, Infection, and Immunity; Harvard School of Dental Medicines
| | | | - Shaden Amirikhorheh
- Dental Research Center; School of Dentistry, Guilan University of Medical Sciences; Rasht Iran
| | | |
Collapse
|