Collaborative Learning in Pre-Clinical Dental Hygiene Education.
Purpose: Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the grow...
| Publicado en: | Journal of Dental Hygiene Vol. 87; no. 2; pp. 64 - 73 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Dental Hygienists Association
Apr2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=92713519&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 92713519 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1043254X 0CM jtl: Journal of Dental Hygiene issn: 1043254X maglogo: N pubinfo: dt: Apr2013 vid: 87 iid: 2 pid: 1936 pub: American Dental Hygienists Association place: Chicago, Illinois artinfo: ui: 92713519 92713519 104169759 92713519 ppf: 64 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Collaborative Learning in Pre-Clinical Dental Hygiene Education. aug: au: Mueller-Joseph, Laura J. Nappo-Dattoma, Luisa affil: professor and chairperson at the Department of Dental Hygiene and Acting Assistant Dean, The Theresa Patnode Santmann School of Health Sciences. Luisa Nappo-Dattoma sug: subj: Students, Dental Hygiene Psychosocial Factors Education, Dental Hygiene Trends Collaboration Evaluation Learning Methods Evaluation Human Pretest-Posttest Design Descriptive Statistics Random Assignment Interviews Mann-Whitney U Test P-Value Analysis of Covariance Fisher's Exact Test Thematic Analysis ab: Purpose: Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. Methods: The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Results: Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Conclusion: Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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