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Effect of constant versus variable small-group facilitators on students' basic science knowledge in an enquiry-based
Daniel Zahra1, Jon Bennett1, Louise Belfield1
1Peninsula Dental School, Faculty of Medicine and Dentistry, University of Plymouth, Plymouth, UK.
Summary
Facilitator consistency in enquiry-based learning (EBL) did not significantly impact dental students' basic science assessment scores. Ensuring comparable facilitator training is more crucial than maintaining consistent facilitators for student success.
Area of Science:
- Dental Education
- Active Learning Strategies
Background:
- Small-group facilitators are crucial for active learning curricula.
- Disorganized tutorials and superficial problem-solving hinder student learning.
- Enquiry-Based Learning (EBL) is utilized in undergraduate dental education.
Purpose of the Study:
- To evaluate the influence of consistent facilitation on student performance in basic science assessments within a hybrid EBL dental curriculum.
Main Methods:
- Retrospective study of 519 dental students (2013-2018).
- Compared student scores (percentage and Z-scores) based on consistent vs. variable facilitators in EBL sessions.
- Utilized 60-item multiple-choice examinations (MCQs) twice annually.
Main Results:
- No statistically significant difference in MCQ scores or Z-scores between students with consistent or variable facilitators.
- First-year students' Z-scores were more variable than second-year students.
- No significant differences in student Z-scores between groups led by different permanent facilitators.
Conclusions:
- Facilitator consistency in EBL may not be a primary determinant of student performance.
- Focus should shift to ensuring comparable training and approaches among facilitators.
- Findings can inform EBL curriculum design and human resources management.
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