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Student use and perceptions of different learning aids in a problem-based learning (PBL) dentistry course
Tania M Gerzina1, Rebecca Worthington, Scott Byrne
1Faculty of Dentistry, University of Sydney, Sydney, Australia. tgerzina@mail.usyd.edu.au
Journal of Dental Education
|July 15, 2003
Summary
First-year dental students
Area of Science:
- Dental Education
- Medical Education
- Cognitive Psychology
Background:
- Problem-based learning (PBL) is increasingly used in dental education.
- Understanding student learning approaches is crucial for curriculum development.
Purpose of the Study:
- To investigate first-year dental students' perceptions of formative assessment in a PBL curriculum.
- To explore the relationship between learning approaches and the perceived helpfulness of learning aids.
Main Methods:
- Administered questionnaires to first-year dental students in a PBL program.
- Utilized the Study Process Questionnaire and other validated instruments.
- Correlated learning approaches (surface, deep, achievement) with assessment perceptions and learning aid preferences.
Main Results:
- Deep learning correlated with valuing assessment application and independent study groups.
- Surface learning associated with concerns about assessment relevance and preference for lectures.
- Achievement orientation linked to valuing formative assessment and modifying study habits.
Conclusions:
- Student learning approaches significantly influence perceptions of assessment and learning aids in PBL dental education.
- Findings inform educators on optimizing teaching strategies and assessment design for dental students.
- Understanding these relationships can enhance the effectiveness of PBL curricula and dental clinician preparation.