Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

2020 ◽  
Author(s):  
Susan Hattar ◽  
Abeer Alhadidi ◽  
Sandra Altarawneh ◽  
Suha Abu Ghazaleh ◽  
Mohammad Hammad
Keyword(s):  
Teaching Methods ◽  
Clinical Skills ◽  
Comprehensive Care ◽  
Analytical Skills ◽  
Self Confidence ◽  
Conservative Dentistry ◽  
Comprehensive Care Model ◽  
Didactic Skills ◽  
Dental Schools ◽  
Self Learning

Abstract Background The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Methods A questionnaire was distributed at the end of the scholastic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for purpose of comparison between their confidence in supervised tasks versus confidence during comprehensive case treatment. Results Completed responses were gathered from 127 students out of 202 giving a response rate of 63%. The majority of students believed that comprehensive cases allowed them to better address patients’ needs, gives higher satisfaction, positively influences self-confidence, permits greater exposure to clinical skills/techniques and enhances reasoning and analytical skills. However, their confidence was still lower in comprehensive case management when compared to supervised tasks. Conclusions Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would therefore be beneficial to adapt this methodology to earlier years and other disciplines, to enhance the effectiveness of education and achievement of learning outcomes.

scholarly journals Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Susan Hattar ◽  
Abeer AlHadidi ◽  
Sandra Altarawneh ◽  
Suha Abu-Ghazaleh ◽  
Mohammad Hammad
Keyword(s):  
Comprehensive Care ◽  
Dental Student ◽  
Teaching Methodology ◽  
Comprehensive Model ◽  
Analytical Skills ◽  
Self Confidence ◽  
Conservative Dentistry ◽  
Comprehensive Care Model ◽  
Didactic Skills ◽  
Dental Schools

Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients’ needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.

scholarly journals The effect of COVID-19 pandemic on final year dental students’ self-confidence level in performing clinical procedures

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0257359
Author(s):  
Jugoslav Ilić ◽  
Katarina Radović ◽  
Tatjana Savić-Stanković ◽  
Aleksandra Popovac ◽  
Vesna Miletić ◽  
...  
Keyword(s):  
Confidence Level ◽  
Clinical Skills ◽  
Dental Students ◽  
Control Group ◽  
Study Group ◽  
Clinical Procedures ◽  
Self Confidence ◽  
Dental Procedures ◽  
Abrupt Changes ◽  
Dental Schools

Background The outbreak of COVID-19 pandemic in 2020 has dramatically changed teaching approach in dental schools due to the switch to distance learning and the lack of practice training in direct contact with patients with possible impact on clinical skills of students. The aim of the study was to assess the level of the 2020 final year dental students’ self-confidence in performing different dental procedures through specially designed questionnaire and compare it to self-confidence of the 2019 final year students. Materials and methods An anonymous questionnaire consisting of 40 questions regarding self-confidence level in performing 40 different dental procedures and based on five points Likert-like scale was distributed during November 2020 to final year dental students whose studies were disrupted by the COVID-19 pandemic lockdown in one semester. The study group comprised their answers. The comparison was done with the control group that consisted of students’ answers on the same questionnaire from previous 2019 year conducted as a part of regular internal educational evaluation. Results Response rate was 74.2% in study group and 89.3% in control group. Mean level of self-confidence reported by 115 students in study group was significantly lower than that reported by 100 students in control group (3.28±1.08 vs. 3.58±0.88, respectively) and the distribution of self-confidence scores were different in observed groups. Graduates from study group felt less confident than those from control in 8 clinical skills. Conclusion Abrupt changes in teaching modalities caused by COVID-19 pandemic had significant impact on final year dental students’ self-confidence indicating additional educational needs in postgraduate period.

scholarly journals Assessment of feasibility of Objective Structured Clinical Examination for Final BDS students in Conservative Dentistry and Endodontic at Government Dental College and Hospital, Nagpur.

2019 ◽  
Vol 4 (3) ◽  
pp. 94
Author(s):  
Sadhana Raina
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Dental Students ◽  
Objective Structured Clinical Examination ◽  
Self Assessment ◽  
Conservative Dentistry ◽  
Dental Schools ◽  
Care Course ◽  
Base Application

Objective structured clinical examination (OSCE) have become established as reliable, valid and objective methods of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates regarding OSCE. After a clinical course in Conservative Dentistry and Endodontics, 32 Final year dental students were assessed summatively, using OSCE. The students were informed beforehand about the assessment formats. The self-assessed clinical competence, study time and strategies (i.e. practice with a manikin, peers and patient case) were evaluated by means of a questionnaire. After a comprehensive dental care course, all 32 students were assessed by OSCE, in which Five stations were included ‘Cavity Preparation’, ‘Base application’ ‘Restoration’, &; educating patients; and; Post-Operative Instructions; Each Student was evaluated separately in each Station with predetermined structured questions. Data was collected and send for statistical analysis. The results were obtained using SPSS-17 and comparison done with Conventional Exam. Implementation of an OSCE in undergraduate Conservative Dentistry and Endodontics Curriculum helps in greater achievement of specific clinical competence and greater level of realistic self-assessment.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia

2021 ◽  
Vol 3 (2) ◽  
pp. 74-78
Author(s):  
Sheikh Salahuddin Ahmed ◽  
Sagili Chandrasekhara Reddy
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Simulated Patient ◽  
National Defense ◽  
Undergraduate Medical Students ◽  
Teaching Materials ◽  
Real Patient ◽  
National Defense University

Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

scholarly journals A home-based comprehensive care model in patients with Multiple Sclerosis: A study pre-protocol

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 872 ◽  
Author(s):  
Lufei Young ◽  
Kathleen Healey ◽  
Mary Charlton ◽  
Kendra Schmid ◽  
Rana Zabad ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Intervention Group ◽  
Care Program ◽  
Comprehensive Care ◽  
Care Model ◽  
Patient Centered ◽  
Home Based ◽  
Comprehensive Care Model

Background Disability is prevalent in individuals with multiple sclerosis (MS), leading to difficulty in care access, significant caregiver burden, immense challenges in self-care and great societal burden.  Without highly coordinated, competent and accessible care, individuals living with progressive MS experience psychological distress, poor quality of life, suffer from life-threatening complications, and have frequent but avoidable healthcare utilizations. Unfortunately, current healthcare delivery models present severe limitations in providing easily accessible, patient-centered, coordinated comprehensive care to those with progressive MS. We propose a home-based comprehensive care model (MAHA) to address the unmet needs, challenges, and avoidable complications in individuals with progressive MS with disabling disease.Objective The article aims to describe the study design and methods used to implement and evaluate the proposed intervention.  Method The study will use a randomized controlled design to evaluate the feasibility of providing a 24-month, home-based, patient-centered comprehensive care program to improve quality of life, reduce complications and healthcare utilizations overtime (quarterly) for 24 months. A transdisciplinary team led by a MS-Comprehensivist will carry out this project. Fifty MS patients will be randomly assigned to the intervention and usual care program using block randomization procedures. We hypothesize that patients in the intervention group will have fewer complications, higher quality of life, greater satisfaction with care, and reduced healthcare utilization. The proposed project is also expected to be financially sustainable in fee-for-service models but best suited for and gain financial success in valued-based care systems.  Discussion This is the first study to examine the feasibility and effectiveness of a home-based comprehensive care management program in MS patients living with progressive disability. If successful, it will have far-reaching implications in research, education and practice in terms of providing high quality but affordable care to population living with severe complex, disabling conditions.

scholarly journals Life Skills Acquired in Relation to Teaching Methods Used Through Swimming Context

2016 ◽  
Vol 12 (6) ◽  
pp. 223
Author(s):  
Manal M. Bayyat ◽  
Samira M. Orabi ◽  
Mohammad H. Abu Altaieb
Keyword(s):  
Youth Development ◽  
Teaching Methods ◽  
Life Skills ◽  
Learning Methods ◽  
Guided Practice ◽  
Self Confidence ◽  
Level Scale ◽  
Teaching Learning ◽  
High Level ◽  
Positive Effect

<p>This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses. (2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of the swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The sample of the study consisted of 142 students. Both “Life skills through swimming context scale” and “Teaching/ Learning methods in swimming context scale” were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired the life skills through swimming context on a high level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relation between life skills acquired and the teaching/ learning methodologies used including brainstorming, demonstration and guided practice, small groups, games and situation analysis. Therefore swimming context using the efficient participatory teaching methods proved to have a positive effect on life skills and youth development.<strong></strong></p>

Exploring Nonmotor Neuropsychiatric Manifestations of Parkinson Disease in a Comprehensive Care Setting

2020 ◽  
pp. 089198872091552
Author(s):  
Amitha Dhingra ◽  
A. Umair Janjua ◽  
Laura Hack ◽  
Gabriella Waserstein ◽  
Justin Palanci ◽  
...  
Keyword(s):  
Parkinson Disease ◽  
Sleep Disturbances ◽  
Treatment Options ◽  
Symptom Relief ◽  
Comprehensive Care ◽  
Motor Symptoms ◽  
Treatment Models ◽  
Neuropsychiatric Manifestations ◽  
Treatment Plans ◽  
Comprehensive Care Model

Parkinson disease (PD) is a debilitating neurological condition that includes both motor symptoms and nonmotor symptoms (NMS). Psychiatric complaints comprise NMS and are collectively referred to as neuropsychiatric manifestations. Common findings include atypical depressive symptoms, anxiety, psychosis, impulse control disorder, deterioration of cognition, and sleep disturbances. Quality of life (QoL) of patients suffering from NMS is greatly impacted and many times can be more debilitating than motor symptoms of PD. We expand on knowledge gained from treatment models within a comprehensive care model that incorporates multidisciplinary specialists working alongside psychiatrists to treat PD. Insight into background, clinical presentations, and treatment options for patients suffering from neuropsychiatric manifestations of PD are discussed. Identifying symptoms early can help improve QoL, provide early symptom relief, and can assist tailoring treatment plans that limit neuropsychiatric manifestations.

Self-Learning and Problem-Based Learning in Database Design

2014 ◽  
Vol 962-965 ◽  
pp. 3041-3044
Author(s):  
Li Na Wang ◽  
Mei Fang Du
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Database Design ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Main Line ◽  
Self Learning ◽  
New Time

Along with the new-time society to change the talent demand and teaching the concept of change, the teaching method to students as the main line of imperative, it is to train the students' ability of learning and autonomous learning based on. Based on the introduction of a variety of teaching methods, emphasis on independent learning and learning to promote effective in database design courses.

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