File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

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

TitleAssessment of the use of problem-orientated, small-group discussion for learning of a fixed prosthodontic, simulation laboratory course
Authors
Issue Date2001
PublisherNature Publishing Group. The Journal's web site is located at http://www.bdj.co.uk
Citation
British Dental Journal, 2001, v. 191 n. 11, p. 630-636 How to Cite?
AbstractAim 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;.
Persistent Identifierhttp://hdl.handle.net/10722/154175
ISSN
2015 Impact Factor: 0.997
2015 SCImago Journal Rankings: 0.461
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorBotelho, MGen_US
dc.date.accessioned2012-08-08T08:23:42Z-
dc.date.available2012-08-08T08:23:42Z-
dc.date.issued2001en_US
dc.identifier.citationBritish Dental Journal, 2001, v. 191 n. 11, p. 630-636en_US
dc.identifier.issn0007-0610en_US
dc.identifier.urihttp://hdl.handle.net/10722/154175-
dc.description.abstractAim 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;.en_US
dc.languageengen_US
dc.publisherNature Publishing Group. The Journal's web site is located at http://www.bdj.co.uken_US
dc.relation.ispartofBritish Dental Journalen_US
dc.subject.meshDenture, Partial, Fixeden_US
dc.subject.meshEducation, Dental - Methodsen_US
dc.subject.meshFemaleen_US
dc.subject.meshFocus Groupsen_US
dc.subject.meshHumansen_US
dc.subject.meshMaleen_US
dc.subject.meshProblem-Based Learning - Methodsen_US
dc.subject.meshProgram Evaluationen_US
dc.subject.meshProsthodontics - Educationen_US
dc.subject.meshQuestionnairesen_US
dc.titleAssessment of the use of problem-orientated, small-group discussion for learning of a fixed prosthodontic, simulation laboratory courseen_US
dc.typeArticleen_US
dc.identifier.emailBotelho, MG:botelho@hkucc.hku.hken_US
dc.identifier.authorityBotelho, MG=rp00033en_US
dc.description.naturelink_to_OA_fulltexten_US
dc.identifier.pmid11770950-
dc.identifier.scopuseid_2-s2.0-0035830101en_US
dc.identifier.hkuros74572-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035830101&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume191en_US
dc.identifier.issue11en_US
dc.identifier.spage630en_US
dc.identifier.epage636en_US
dc.identifier.isiWOS:000172999900018-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridBotelho, MG=7005751169en_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats