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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Assessment of the Mouth01:26

Assessment of the Mouth

A thorough mouth assessment, including inspection and palpation of the lips, gums, tongue, tonsils, uvula, and pharynx, is crucial in detecting potential health issues. Diseases ranging from oral cancer to systemic conditions like diabetes could be identified early through careful oral examination. This article provides a detailed guide on conducting a comprehensive mouth assessment.
Mouth Inspection
The inspection begins with visually examining the mouth for symmetry, color, and size.

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Scoping Review on Active Teaching and Learning Methodologies in Dentistry.

Carlota Rocha de Oliveira1, Andressa da Silva Barboza2, Juliana Silva Ribeiro de Andrade2

  • 1Graduate Program in Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, RS, Brazil.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|May 9, 2025
PubMed
Summary

This scoping review identified active teaching methods like problem-based learning in dental education. While not definitively superior to traditional methods, they show potential benefits for student knowledge enhancement.

Keywords:
active learningdental educationflipped classroomgamificationproblem‐based learningundergraduate education

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Area of Science:

  • Dental Education Research
  • Pedagogy in Higher Education
  • Evidence-Based Teaching Strategies

Background:

  • Active teaching and learning methodologies are increasingly explored in higher education.
  • Understanding their application and impact in undergraduate dentistry is crucial for curriculum development.

Purpose of the Study:

  • To identify extensively researched active teaching and learning methodologies in undergraduate dentistry.
  • To evaluate the potential benefits of these active methodologies for enhancing student knowledge.

Main Methods:

  • A comprehensive scoping review following PRISMA-ScR guidelines.
  • Searched six electronic databases until December 2024, including clinical trials and observational studies.
  • Assessed risk of bias using ROBINS-I and RoB 2 tools.

Main Results:

  • 36 studies were included, with most being non-randomised.
  • Problem-based learning, flipped classroom, and gamification were the most investigated active methodologies.
  • No significant differences were found compared to traditional learning, but potential advantages were highlighted.

Conclusions:

  • Active methodologies show potential benefits for undergraduate dental education.
  • Further well-designed studies are needed to definitively establish their superiority over traditional methods.
  • Validation of these methods' benefits in dental student learning is recommended.