Qualitative research in dental education: an application of stimulated recall in focus groups

Abstract

INTRODUCTION & OBJECTIVES: Qualitative methods are increasingly being adopted in dental education research and evaluation. In particular, focus group interviews are seen to support deeper insights into both student and Faculty perceptions of learning, particularly with regard to curriculum innovations. In this study, stimulated recall methods were applied in student focus group interviews to (a) evaluate a new project’s effectiveness and (b) investigate how the implementation of a blended learning innovation combining face-to-face instruction with an international online learning experience enhanced student learning outcomes. METHOD: Consenting students (n=17) formed two focus groups at project completion in 2009-10 and 2010-11 respectively. Both focus groups (a) responded to semi-structured questions posed by evaluating staff, including a project clinical tutor, and (b) commented on visual stimuli via an interactive whiteboard (IWB). Stimuli used as recall prompts included participants’ digital assignments and online peer forum exchanges. Interviews were transcribed, verified and thematically coded. RESULTS: Stimulated student reflections provided (a) project feedback to improve assignment and forum design; and (b) evidence of deep learning, particularly in the domains of academic/professional excellence, greater understanding of others, and collaboration. CONCLUSION: Stimulated recall methods supported project evaluation and understandings of student learning in a blended environment.