Guided inquiry-based learning to enhance student engagement, confidence, and learning.

Area of Science:

• Dental Hygiene Education
• Pedagogy in Health Professions

Background:

• Student engagement and performance are critical in dental hygiene programs.
• Traditional lectures may not fully optimize learning outcomes.
• Inquiry-based learning (IBL) offers a potential alternative for enhancing educational experiences.

Purpose of the Study:

• To investigate the impact of guided inquiry-based learning (IBL) on student engagement and performance.
• To assess the effectiveness of IBL in a dental hygiene program.
• To evaluate the influence of IBL on student confidence and knowledge retention.

Main Methods:

• A study involving 36 dental hygiene students.
• Two interventions: lecture and group-based IBL worksheet activity.
• Pre-, post-, and delayed post-tests for performance and confidence; ASPECT survey for engagement.

Main Results:

• Significant improvements in student performance and confidence observed after both interventions.
• Higher gains in performance and confidence were noted following the IBL activity.
• Positive student perceptions of engagement, group dynamics, and instructor facilitation were reported.

Conclusions:

• Guided IBL strategies demonstrably enhance student confidence and performance in dental hygiene.
• Active, engaged learning methodologies are crucial for healthcare education and long-term retention.
• Integrating IBL into curricula can foster deeper student engagement and improve educational outcomes.