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Related Experiment Videos

Teaching clinical problem solving in preclinical occlusion courses.

S N Cohen, A R Silvestri

    Journal of Dental Education
    |June 1, 1979
    PubMed
    Summary
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    Enhance preclinical occlusion courses by integrating problem-solving exercises that bridge theory and clinical practice. This approach boosts students' clinical skills and fosters active learning in the laboratory setting.

    Area of Science:

    • Dental Education
    • Preclinical Training
    • Occlusion Concepts

    Background:

    • Traditional preclinical occlusion courses may lack direct clinical relevance.
    • Students often struggle to connect basic occlusion principles to clinical scenarios.
    • Active learning strategies can improve engagement and skill development.

    Purpose of the Study:

    • To enhance the teaching of basic occlusion principles and concepts.
    • To improve the relevance of preclinical occlusion courses to clinical practice.
    • To foster clinical problem-solving skills and active learning in dental students.

    Main Methods:

    • Introduction of clinically related problem-solving exercises into preclinical occlusion courses.
    • Development of practical exercises designed to simulate clinical challenges.

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  • Presentation of specific examples of these innovative exercises.

    • Main Results:

    • Problem-solving exercises successfully bridge the gap between preclinical learning and clinical application.
    • Students demonstrate improved clinical problem-solving abilities.
    • Increased student engagement and excitement for active learning in the preclinical laboratory.

    Conclusions:

    • Integrating problem-solving exercises significantly enhances preclinical occlusion education.
    • This pedagogical approach better prepares students for clinical practice.
    • Active learning strategies are crucial for effective dental skill development.