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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Using multiple methods to assess learning and outcomes in an online degree-granting dental hygiene program
Emily Springfield1, Anne E Gwozdek, Melissa Peet
1Dental Informatics, University of Michigan, Ann Arbor, MI 48109, USA. espring@umich.edu
Journal of Dental Education
|April 5, 2012
Summary
This study evaluated an online dental hygiene program using mixed methods. Results show the program was rigorous, enhancing students
Area of Science:
- Health Professions Education
- Curriculum Development
- Program Evaluation
Background:
- Program evaluation is crucial for curricular innovation and evidence-based practice in teaching.
- Rigorous evaluation necessitates a mixed-method approach, combining qualitative and quantitative data.
- The University of Michigan Dental Hygiene Degree Completion E-Learning Program served as the case study.
Purpose of the Study:
- To evaluate the effectiveness of an online dental hygiene degree completion program.
- To assess if the program met benchmarks and contributed to educational knowledge.
- To explore the impact of the program on students' professional identity and practice.
Main Methods:
- A mixed-method approach was employed, triangulating qualitative and quantitative data.
- Quantitative data included time on coursework, grades, publications, and surveys.
- Qualitative data involved focus groups, surveys, and student portfolio reflections.
Main Results:
- The program was found to be academically rigorous, effectively linking theory to practice.
- Students demonstrated an ability to apply evidence-based practice principles.
- Students developed expanded professional identities, viewing themselves as educators, advocates, and researchers.
Conclusions:
- The mixed-method evaluation model is adaptable for various health science and professional programs.
- The program successfully fostered critical reflection and professional growth in students.
- Further research is needed on the impact of meta-reflection on student confidence and behavior.
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