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Using concept mapping principles in PowerPoint.

I M Kinchin¹, L B Cabot

¹Kings College London, London, UK. ian.kinchin@kcl.ac.uk

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe

|October 16, 2007

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Linear PowerPoint presentations may hinder deep learning in dental students, promoting surface learning. Concept mapping offers a balanced approach, fostering holistic knowledge structures essential for clinical expertise and long-term professional development.

Area of Science:

Dental Education
Cognitive Science in Learning

Background:

Linear PowerPoint templates may promote passive learning and superficial understanding in dental students.
This approach can hinder the development of clinical expertise by focusing on short-term gains over deep, holistic knowledge acquisition.

Purpose of the Study:

To investigate the impact of presentation methods on dental students' learning approaches.
To explore how concept mapping can counteract passive learning associated with traditional PowerPoint lectures.
To assess students' awareness of the trade-offs between different learning strategies.

Main Methods:

The study involved dental undergraduates, using partial denture design as a case study.
Students' perceptions of learning and teaching were evaluated in relation to different presentation modes (e.g., linear PowerPoint vs. concept mapping).

Related Experiment Videos

Main Results:

Students recognized that bullet-pointed presentations align with short-term assessment goals.
Concept mapping was identified as a method that supports deep learning and professional development.
Undergraduates demonstrated an understanding of the tension between surface learning for assessments and deep learning for expertise.

Conclusions:

Unreflective use of PowerPoint may foster surface learning, impeding the development of clinical expertise.
Concept mapping principles can be leveraged to encourage holistic knowledge structures and deeper learning.
Dental students are aware of and can articulate the competing demands of assessment-driven learning and long-term professional growth.