Assessment of the use of problem-orientated, small-group discussion for learning of a fixed prosthodontic, simulation laboratory course

Abstract

Aim To evaluate a simulation laboratory course that used student-centred smallgroup problem-orientated discussion activities as the main medium of instruction. Methods A structured questionnaire using a six-point Likert scale with 30 statements relating to a fixed prosthodontics course was distributed to 4th-year and 5th-year students who had completed the course. Results A 93% response rate was achieved for both years with a mean score for the 4th-year being 94.2 (±13.7) and the 5th-year 107.5 (±16.9). The differences between the scores of both years are highly significant (P=0.0006) indicating that the 5thyear were more favourable about the course and learning approach used. Consistency and reliability of the questionnaire was judged reliable according to Cronbach's alpha (4th-year - 0.7,5th-year = 0.83). Many aspects of the small-group student-centred activities were highly valued by students however, students expressed a preference for learning and interacting with teachers than colleagues. Conclusion Small-group student-centred learning activities were reported as creating an active, safe learning environment with beneficial opportunities for peerpeer interaction such as questioning, teaching and learning from students. However, students expressed a preference for teacher-centred information dissemination and activities. An understanding of the rationale of student dependence to teachercentred learning may allow improved modifications in a student-centred learning environment. © British Dental Journal 2001;.