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Learning in oral biology: a comparison between deep and surface approaches
Jules Kieser1, Peter Herbison, Neil Waddell
1Department of Oral Sciences, Faculty of Dentistry, University of Otago, Dunedin. jules.kieser@stonebow.otago.ac.nz
The New Zealand Dental Journal
|September 22, 2006
Summary
Dental students utilize deep learning strategies for oral biology, while dental technology students favor surface learning. This study highlights differences in student learning approaches based on their specific academic paths.
Area of Science:
- Education
- Health Professions Education
- Cognitive Psychology
Background:
- Students exhibit distinct learning approaches: surface (reproduction), deep (understanding), and achieving (grades).
- Understanding these approaches is crucial for optimizing educational strategies in health sciences.
Purpose of the Study:
- To investigate the learning approaches of dental and dental technology students in oral biology.
- To identify differences in deep, surface, and achieving learning strategies between these student groups.
Main Methods:
- Utilized a subject-specific version of Biggs' Study Process Questionnaire.
- Surveyed 62 second-year dental and 23 dental technology students.
- Analyzed learning approach variables (deep, surface, achieving).
Main Results:
- Significant differences were found in learning approaches between dental and dental technology students.
- Dental students demonstrated a deeper approach to learning oral biology.
- Dental technology students showed a significantly more surface-oriented approach.
Conclusions:
- Prior academic experience and course perception influence learning strategies.
- Dental students' existing understanding of oral biology facilitated deep learning.
- Dental technology students' lack of prior university experience correlated with surface learning tendencies.
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