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| [PMID]: | 29196330 |
| [Au] Autor: | Gadbury-Amyot CC; Redford GJ; Bohaty BS |
| [Ad] Endereço: | Dr. Gadbury-Amyot is Associate Dean and Professor, School of Dentistry, University of Missouri-Kansas City; Dr. Redford is Clinical Assistant Professor, Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City; and Dr. Bohaty is Nelson Professor and Chair, Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City and Pediatric Dentistry Residency Program Director, Children's Mercy Hospital. amyotc@umkc.edu. |
| [Ti] Título: | Dental Students' Study Habits in Flipped/Blended Classrooms and Their Association with Active Learning Practices. |
| [So] Source: | J Dent Educ;81(12):1430-1435, 2017 Dec. | | [Is] ISSN: | 1930-7837 |
| [Cp] País de publicação: | United States |
| [La] Idioma: | eng |
| [Ab] Resumo: | In recognition of the importance for dental education programs to take a student-centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self-directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students' self-reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom. A convenience sample of two classes of second-year dental students in spring 2014 (SP14, n=106) and spring 2015 (SP15, n=106) was invited to participate in the study. Of the SP14 students, 84 participated, for a response rate of 79%; of the SP15 students, 94 participated, for a response rate of 87%. Students' self-reported responses to questions about study strategies with the prerecorded lecture materials and assigned reading materials were examined. Non-parametric analyses resulted in a cohort effect, so data are reported by class. In the SP15 class, 72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14 class, with a majority watching more than one lecture per week. In the SP15 cohort, 68% used active learning strategies when watching the lectures versus 58.3% of the SP14 cohort. The time of day preferred by the majority of both cohorts for interacting with course materials was 7-11 pm. Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to class. Overall, the course redesign appeared to engage students in self-directed active learning. However, the degree to which active learning practices were taking place to achieve meaningful learning was questionable given students' self-reported study strategies. More work is needed to examine strategies for promoting study practices that will lead to meaningful learning. |
| [Mh] Termos MeSH primário: |
Educação em Odontologia/métodos
Estudantes de Odontologia/psicologia
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| [Mh] Termos MeSH secundário: |
Avaliação Educacional
Hábitos
Seres Humanos
Aprendizagem
Odontopediatria/educação
Ensino
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| [Pt] Tipo de publicação: | JOURNAL ARTICLE |
| [Em] Mês de entrada: | 1712 |
| [Cu] Atualização por classe: | 171211 |
[Lr] Data última revisão:
| 171211 |
| [Sb] Subgrupo de revista: | D; IM |
| [Da] Data de entrada para processamento: | 171203 |
| [St] Status: | MEDLINE |
| [do] DOI: | 10.21815/JDE.017.103 |
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