Tags

Type your tag names separated by a space and hit enter

Elaborative feedback in clinical dental teaching-An assessment from the students' perspective.
Ann Anat. 2017 Jul; 212:48-54.AA

Abstract

INTRODUCTION

The aim of this prospective learning research study is to examine the impact of structured elaborative feedback in clinical dental skills teaching from the students' perspective.

MATERIAL AND METHODS

A total of 60 dental students participated in the study. The mean average age was 23 years (20-40 years), of which 37 were female (61.7%) and 23 male (38.3%). The participants were randomly divided into a study and control group (n=30 each). The curriculum for clinical tooth-shade differentiation is a complete educational module. Recording of shade taking was carried out on the phantom patient using clinically simulated settings with elaborative feedback in the study group. Pre-test (begin of module T1) and post-test (end of module T2) questionnaires were used to assess knowledge and interest in connection with elaborative feedback. Subjective learning success from the students' perspective and the acceptance of the learning environment were recorded using a questionnaire at the end of the module. The responses corresponded to a Likert scale. The STATA program (Stata/MP 12, StataCorp, CollegeStation, USA) was used for statistical analyses (p<0.05).

RESULTS

A clear improvement in the quality of response in both groups was observed for questions regarding knowledge of the content and interest (p<0.001). The highest values were achieved at reference time T2 for "Practical steps with digital tooth-shade measurement devices" in the study group. Subjective success in terms of learning and the acceptance of the learning environment tended to be rated more highly in the study group. These results corresponded with the reduction of errors during the practical exercises. All participants (100%) in the study group found individual feedback to be helpful.

Authors+Show Affiliations

Department of Prosthodontics and Material Science, University of Leipzig, Liebigstr. 12, 04103 Leipzig, Germany. Electronic address: constanze.olms@medizin.uni-leipzig.de.Department of Prosthodontics and Material Science, University of Leipzig, Liebigstr. 12, 04103 Leipzig, Germany. Electronic address: holger.jakstat@medizin.uni-leipzig.de.Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr.12, 04103 Leipzig, Germany. Electronic address: rainer.haak@medizin.uni-leipzig.de.

Pub Type(s)

Journal Article
Randomized Controlled Trial

Language

eng

PubMed ID

28366507

Citation

Olms, C, et al. "Elaborative Feedback in Clinical Dental teaching-An Assessment From the Students' Perspective." Annals of Anatomy = Anatomischer Anzeiger : Official Organ of the Anatomische Gesellschaft, vol. 212, 2017, pp. 48-54.
Olms C, Jakstat HA, Haak R. Elaborative feedback in clinical dental teaching-An assessment from the students' perspective. Ann Anat. 2017;212:48-54.
Olms, C., Jakstat, H. A., & Haak, R. (2017). Elaborative feedback in clinical dental teaching-An assessment from the students' perspective. Annals of Anatomy = Anatomischer Anzeiger : Official Organ of the Anatomische Gesellschaft, 212, 48-54. https://doi.org/10.1016/j.aanat.2017.02.007
Olms C, Jakstat HA, Haak R. Elaborative Feedback in Clinical Dental teaching-An Assessment From the Students' Perspective. Ann Anat. 2017;212:48-54. PubMed PMID: 28366507.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Elaborative feedback in clinical dental teaching-An assessment from the students' perspective. AU - Olms,C, AU - Jakstat,H A, AU - Haak,R, Y1 - 2017/03/31/ PY - 2015/08/18/received PY - 2017/02/17/revised PY - 2017/02/24/accepted PY - 2017/4/4/pubmed PY - 2018/1/31/medline PY - 2017/4/4/entrez KW - Dental education KW - Elaborative feedback KW - Prosthodontics SP - 48 EP - 54 JF - Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft JO - Ann Anat VL - 212 N2 - INTRODUCTION: The aim of this prospective learning research study is to examine the impact of structured elaborative feedback in clinical dental skills teaching from the students' perspective. MATERIAL AND METHODS: A total of 60 dental students participated in the study. The mean average age was 23 years (20-40 years), of which 37 were female (61.7%) and 23 male (38.3%). The participants were randomly divided into a study and control group (n=30 each). The curriculum for clinical tooth-shade differentiation is a complete educational module. Recording of shade taking was carried out on the phantom patient using clinically simulated settings with elaborative feedback in the study group. Pre-test (begin of module T1) and post-test (end of module T2) questionnaires were used to assess knowledge and interest in connection with elaborative feedback. Subjective learning success from the students' perspective and the acceptance of the learning environment were recorded using a questionnaire at the end of the module. The responses corresponded to a Likert scale. The STATA program (Stata/MP 12, StataCorp, CollegeStation, USA) was used for statistical analyses (p<0.05). RESULTS: A clear improvement in the quality of response in both groups was observed for questions regarding knowledge of the content and interest (p<0.001). The highest values were achieved at reference time T2 for "Practical steps with digital tooth-shade measurement devices" in the study group. Subjective success in terms of learning and the acceptance of the learning environment tended to be rated more highly in the study group. These results corresponded with the reduction of errors during the practical exercises. All participants (100%) in the study group found individual feedback to be helpful. SN - 1618-0402 UR - https://www.unboundmedicine.com/medline/citation/28366507/Elaborative_feedback_in_clinical_dental_teaching_An_assessment_from_the_students'_perspective_ DB - PRIME DP - Unbound Medicine ER -