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1.
Eur J Dent Educ ; 27(4): 898-907, 2023 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36484175

RESUMO

INTRODUCTION: This study aimed to evaluate and validate the educational effectiveness of a job shadowing class as a dental teaching programme for preclinical dental students through a questionnaire that assessed related student perceptions. MATERIALS AND METHODS: A total of 124 preclinical (second year) dental students at Tokushima University participated in job shadowing placements from 2017 to 2019. Each student observed dental practice or surgery for 1 day in the university hospital. After shadowing, the students were requested to fill out a nine-item questionnaire based on a five-point scale. The first analysis was performed to calculate the correlation for each item. Furthermore, regression analysis for the categorical data was performed to show the relationship between eight questions (Items 1-8) and one question (Item 9: comprehensive evaluation). Next, factor analysis was performed to determine students' perceptions regarding the shadowing class. RESULTS: Ninety-eight students (response rate: 79%) completed the questionnaire. There was a strong relationship amongst Items 1, 8 and 9 ("interested in dentistry as a job," "learning motivation" and "comprehensive evaluation" respectively) based on the results of the correlation and regression analysis. The factor analysis led to three student perceptions as latent factors, namely, "Interesting," "Self-awareness" and "Future Goal," which had a relatively close inter-factor correlation (0.465-0.772). CONCLUSION: The finding suggests that job shadowing may increase a students' interest in a dentistry career at an early stage of their education and learning motivation, along with generating self-awareness. This programme may present possible educational effectiveness in dental education.


Assuntos
Educação em Odontologia , Estudantes de Odontologia , Humanos , Análise de Classes Latentes , Educação em Odontologia/métodos , Aprendizagem , Motivação , Inquéritos e Questionários
2.
J Dent Educ ; 81(12): 1451-1456, 2017 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-29196333

RESUMO

The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.


Assuntos
Educação em Odontologia/métodos , Avaliação Educacional/métodos , Grupo Associado , Processos Grupais , Humanos , Japão , Aprendizagem , Reprodutibilidade dos Testes , Faculdades de Odontologia , Ensino
3.
J Prosthodont Res ; 61(2): 217-222, 2017 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-27185191

RESUMO

PURPOSE: We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. METHODS: Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. RESULTS: Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. CONCLUSION: Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education.


Assuntos
Educação em Odontologia/métodos , Aprendizagem , Prostodontia/educação , Estudantes de Odontologia/psicologia , Testes de Aptidão , Feminino , Humanos , Japão , Masculino , Satisfação Pessoal , Faculdades de Odontologia
4.
J Electromyogr Kinesiol ; 25(4): 603-11, 2015 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-26004628

RESUMO

Continuous parafunctional masseter muscle activities (MMA) that are associated with daytime bruxism have been suspected to be one of the main pathoetiology for orofacial pain. The purpose of this study was to examine the long-term stability and reliability of daytime EMG measurement of MMA using a portable device (Actiwave; CamNtech Ltd). Daytime masseter muscle EMG of five subjects were recorded for four days in their normal living environment. There was no significant time dependent effect on EMG amplitude during recording period. A total of 4923 MMA events were detected in all analysis periods (129.4h) and classified into phasic type (1209 events, 24.6%), tonic type (1759 events, 37.0%), and mixed type (1377 events, 28.0%). There was no significant difference in the number of occurrence among three MMA types. With respect to the duration and peak MMA, there were significant differences among three MMA types. The result of this study indicated that Actiwave can be used to measure MMA events during daytime with high stability and reliability under the normal living environment and it was suspected that parafunctional habits may be associated with the occurrence patterns of MMA during daytime.


Assuntos
Eletromiografia/métodos , Eletromiografia/normas , Músculos da Mastigação/fisiologia , Monitorização Ambulatorial/métodos , Monitorização Ambulatorial/normas , Adulto , Bruxismo/diagnóstico , Bruxismo/fisiopatologia , Eletromiografia/instrumentação , Humanos , Masculino , Músculos da Mastigação/fisiopatologia , Monitorização Ambulatorial/instrumentação , Reprodutibilidade dos Testes , Fatores de Tempo
5.
J Dent Educ ; 79(4): 417-23, 2015 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-25838013

RESUMO

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.


Assuntos
Educação em Odontologia , Processos Grupais , Aprendizagem , Prostodontia/educação , Estudantes de Odontologia/psicologia , Ensino/métodos , Atitude do Pessoal de Saúde , Comportamento Cooperativo , Avaliação Educacional , Retroalimentação , Feminino , Humanos , Japão , Masculino , Aprendizagem Baseada em Problemas , Inquéritos e Questionários
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