Research Articles

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https://hdl.handle.net/10566/15

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Browsing by Subject "Active learning"

Now showing 1 - 3 of 3
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    Effect of active learning techniques on students’ choice of approach to learning in Dentistry: a South African case study
    (Unisa Press, 2011) Khan, Saadika
    The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep approach to learning in this large diverse group of students. They then completed an adapted version of the revised study process questionnaire which focussed on the effects of these active learning techniques and how these learning techniques assisted with a change in approach to learning adopted by them. Results indicated that the active learning techniques led to a better understanding of the concepts covered within the module. It also showed how the new exercises guided them to adopt a deep approach to learning. It can be concluded that with this type of educational research, students’ learning difficulties are not just emphasized and highlighted but that these problems are also understood. This research also guided the educator to search for practical solutions to these observed difficulties
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    Featuring dental education research: Applying the principles of action research to improve the teaching of dental prosthetics
    (South African Dental Association (SADA), 2009) Khan, Saadika
    This article focuses on educational research conducted at the newly merged UWC faculty of dentistry. The research emphasises the change in teaching methods employed to address the concerns experienced in teaching the new large classes as observed in the prosthetic techniques module. These educational interventions were conducted over 5 years and the study design included the principles of action research. Students were assisted in learning the theory of the practical procedures and the subsequent completion of these procedures with the accurate application of the theoretical concepts. Changes in the teaching methods enhanced students learning and successful translation of the theory into practical work. The active learning exercises incorporated into the teaching further motivated and assisted students with deep learning. The debates indicated that students know and accept the value of the module as part of their training.
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    Making the most of teaching at the chairside
    (Wiley, 2011) McMillan, Wendy
    This paper examines the chairside as an opportunity for teaching and learning. It sets out to understand how students learn in the dental clinic so that they can better be supported in their clinical learning. The paper draws on current theories of learning to establish a rationale for effective chairside teaching. Current theories highlight the active role of learners in ‘constructing’ their own knowledge of a field, and emphasize the importance of active learning and reflection in this process. The paper is practical is nature. It weaves evidence from empirical studies of medical and dental clinical teaching, as well as ‘best practice tips’ from the literature, with theory to suggest a strategy for effective teaching in the clinical context. The paper concludes with a caveat, warning that effective clinical teaching requires an investment in time.