scholarly journals Enhancing Cultural Competence Among Dental Students Through Active Teaching and Experiential Learning

2017 ◽  
Author(s):  
Linda Behar-Horenstein ◽  
Xiaoying Feng
Keyword(s):  
Cultural Competence ◽  
Experiential Learning ◽  
Small Group ◽  
Oral Care ◽  
Dental Students ◽  
First Year ◽  
Active Teaching ◽  
Dental Schools ◽  
Culture Competence ◽  
The Impact

Dental schools are required to utilize teaching practices that increase students’ culture competence and ensure their ability to deliver equitable oral care. This study explored the impact of active teaching, an approach that offered comprehensive engagement and experiential learning. Students participated in small group activities, conducted interviews and developed reflective writings. A QUAN→qual sequential mixed method was used to analyze their reflective writings. Quantitative results indicated that students’ cultural competence was significantly enhanced. Qualitative findings showed that students recognized their unconscious biases and reported an increase of cultural competence. This study demonstrates the effectiveness of experiential learning, particularly the addition of small group discussions, in instruction aimed at enhancing cultural competence among 84 first year pre-doctoral dental students.

scholarly journals An interactive online approach to small-group student presentations and discussions

2017 ◽  
Vol 41 (4) ◽  
pp. 498-504 ◽  
Author(s):  
Der Thor ◽  
Nan Xiao ◽  
Meixun Zheng ◽  
Ruidan Ma ◽  
Xiao Xi Yu
Keyword(s):  
Small Group ◽  
Dental Students ◽  
First Year ◽  
Full Potential ◽  
First Year Students ◽  
Dental Surgery ◽  
Traditional Student ◽  
Online Format ◽  
The Impact ◽  
Group Student

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students’ perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom.

scholarly journals Impact of a Longitudinal Lecture Series on Pre-dental Student Recruitment

2017 ◽  
Vol 5 (5) ◽  
pp. 1
Author(s):  
Jonathan Shapiro ◽  
Cameron Lee ◽  
Sang E. Park
Keyword(s):  
Dental Students ◽  
Dental School ◽  
Dental Student ◽  
Outreach Program ◽  
Outreach Programs ◽  
Before And After ◽  
Case Based Learning ◽  
Dental Profession ◽  
Dental Schools ◽  
The Impact

The expanding number of dental schools has not resulted in a rise in dental school applications; therefore, there is a need to identify and retain pre-dental students in the applicant pool. One way to do this is to introduce an outreach program by dental schools. A limited number of studies have been done on the impact of outreach programs on dental school recruitment.This study was done to examine the effectiveness of an outreach program initiated at the Harvard School of Dental Medicine (HSDM). Third- and fourth-year dental students provided 12 hours of lectures, two hours of case-based learning, and two hours of hands-on laboratory experience to pre-dental students over 12 weeks in a course called Introduction to Dentistry. The course was given in 2015 and 2016 and the participants were surveyed before and after the course to determine their interest in and knowledge of dentistry, and their attitude toward HSDM. After the course, pre-dental students had better understanding of the dental profession overall, were more comfortable conversing about dentistry, and were more likely to apply to HSDM in the future.Dental outreach programs can maintain or increase interest in applicants who were previously interested in applying to dental school; however, admissions committees must carefully consider an applicant’s entire academic and personal background. Participation in an outreach program is not an indication of an applicant’s overall suitability for dentistry in general or for a particular dental school’s program.

scholarly journals It’s what you do, not the way you do it – online versus face-to-face small group teaching in first year medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Adrienne Torda ◽  
Boaz Shulruf
Keyword(s):  
Medical Education ◽  
Linear Regression ◽  
Small Group ◽  
Learning Outcomes ◽  
Social Outcomes ◽  
First Year ◽  
Direct Impact ◽  
Small Group Teaching ◽  
Face To Face ◽  
The Impact

Abstract Background Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format. Methods At the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts. Results From a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively). Conclusion In this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students’ learning processes.

It’s what you do, Not the way that you do it – Online Versus Face to Face Small Group Teaching in First Year Medicine.

2021 ◽  
Author(s):  
Adrienne Torda ◽  
Boaz Shulruf
Keyword(s):  
Medical Education ◽  
Linear Regression ◽  
Small Group ◽  
Learning Outcomes ◽  
Social Outcomes ◽  
First Year ◽  
Direct Impact ◽  
Small Group Teaching ◽  
Face To Face ◽  
The Impact

Abstract BackgroundMajor disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format.MethodsAt the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts.ResultsFrom a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning ie. F2f or online (β=.448 and β=.232 respectively). ConclusionIn this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, is more important than the mode of educational delivery itself.

scholarly journals Throughputs of two cohorts of dental students at Sefako Makgatho Health Sciences University: A comparison.

2020 ◽  
Vol 75 (6) ◽  
pp. 291-297
Author(s):  
Sibusiso R Mthethwa ◽  
Phabian M Nyalunga ◽  
Tshepo S Gugushe
Keyword(s):  
Cross Sectional Study ◽  
Dental Students ◽  
Female Students ◽  
Health Science ◽  
First Year ◽  
Microsoft Excel ◽  
Cross Sectional ◽  
Academic Records ◽  
Period Data ◽  
Dental Schools

INTRODUCTION: The numbers of student dentists enrolled at dental schools across the country do not give an indication of the students' progress to degree. AIMS AND OBJECTIVES: To describe and compare the throughputs of dentistry course for two cohorts of students at Sefako Makgatho Health Science University. The progress to degree of the 2005 and 2010 cohorts of first year dental students was tracked and compared. DESIGN: A comparative cross-sectional study. METHODS: Academic records of the 2005 and 2010 cohorts of first year dental students were followed up over a five-year period. Data related to the demographic characteristics, numbers enrolled, numbers who dropped out, and the numbers who graduated were acquired and then captured in Microsoft Excel software. RESULTS: Female students constituted the majority of enrolees in both cohorts (53.8% vs. 51.3%). The proportions of students who started the course, completed the degree and graduated within the regulation time among the 2005 and 2010 cohorts were similar (42.1% vs. 41.2%. A lone student among the 2010 cohort dropped out of the course. The majority of students (57.9% vs. 55.9%) in both cohorts took longer to qualify. CONCLUSIONS: The throughputs of dentistry course for the two cohorts hovered around 40%.

Changes in role perceptions by first-year dental students

1977 ◽  
Vol 41 (8) ◽  
pp. 507-510 ◽  
Author(s):  
AC Rosen ◽  
M Marcus ◽  
N Johnson
Keyword(s):  
Dental Students ◽  
First Year ◽  
Role Perceptions

Relationship of stress and performance among first-year dental students

1986 ◽  
Vol 50 (5) ◽  
pp. 264-267 ◽  
Author(s):  
GH Westerman ◽  
TG Grandy ◽  
JV Lupo ◽  
RE Mitchell
Keyword(s):  
Dental Students ◽  
First Year ◽  
And Performance ◽  
Relationship Of
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