Review
BibTex RIS Cite

Update for Dental Education: Teaching and Learning Methods

Year 2019, Volume: 6 Issue: 5, 1 - 20, 02.12.2019
https://doi.org/10.15311/selcukdentj.552022

Abstract



ABSTRACT



The
aim of undergraduate dental education has been described as raising the new
generation as competent graduates not only managing the patient welfare and
expectations but also improving and promoting the oral healthcare status of the
population. Faculty has the responsibility to synchronise the undergraduate
dental education with the clinical reality by combining the innovative and
conventional education methods while training the students to be able to have
life-long learning ability. The academical perfection would be defined with the
measurable and objective terms in near future. The requirements of quality
assessments might not be fulfilled without determining and implementing the
standards for education and therefore being a famous institution would no more
be enough alone. This review presents various conventional and innovative
methods of teaching and learning in order to help the faculties to decide the
best education model/s for their own conditions.



Key words: Dental
education, competency, learning styles




References

  • 1. Chuenjitwongsa S, Oliver RG, Bullock AD. Competence, competency-based education, and undergraduate dental education: a discussion paper. Eur J Dent Educ 2016; 22:1-8.
  • 2. Yip H K, Smales R J, Newsome PRH, Chu FCS, Chow TW. Competency-based education in a clinical course in conservative dentistry. British Dent J. 2001; 191: 517-22.
  • 3. Azab E, Saksena Y, Alghanem T, Bassett J, Molgaard K, Albright S et al. Relationship Among Dental Students’Class Lecture Attendance, Use of Online Resources, and Performance. J Dent Educ 2016; 80: 452-8.
  • 4. Plasschaert AJM, Manogue M, Lindh C, McLoughlin J, Murtomaa H, Nattestad A et al. Curriculum content, structure, and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures, and performance criteria. Eur J Dent Educ 2007;11:125-36.
  • 5. Davis BG. Tools for teaching. New York: John Wiley & Sons, 2009.
  • 6. Arias A, Scott R, Peters OA, McClain E, Gluskin AH. Educational outcomes of small-group discussion versus traditional lecture format in dental students’ learning and skills acquisition. J Dent Educ 2016; 80: 459-65.
  • 7. Ferreri SP, O’Connor SK. Redesign of a large lecture course into a small-group learning course. Am J Pharm Educ 2013;77:13.
  • 8. Willis SC, Jones A, Bundy C, Burdett K, Whitehouse CR, O'Neill PA.Small-group work and assessment in a PBL curriculum: a qualitative and quanti¬tative evaluation of student perceptions of the process of working in small groups and its assessment. Med Teach 2002;24:495-501.
  • 9. de Villiers M, Bresick G, Mash B. The value of small-group learning: an evaluation of an innovative CPD pro¬gram for primary care medical practitioners. Med Educ 2003;37:815-21.
  • 10. Lantz MS, Shuler CF. Trends in basic sciences education in dental schools, 1999-2016. J Dent Educ 2017;81:55-65.
  • 11. Formicola AJ. Current state of dental education: Executive summary J Dent Educ 2017; 81:1.
  • 12. McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J et al. Portfolios and assessment of competence: a review of the literature. J Adv Nurs 2003: 41:283-94.
  • 13. Chambers DW. Competencies: a new view of becoming a dentist. J Dent Educ 1994: 58: 342–345.
  • 14. Eraut M. Concepts of competence. J Interprof Care 1998: 12: 127-39.
  • 15. Taber S, Frank JR, Harris KA, Glasgow NJ, Iobst W, Talbot M. Identifying the policy implications of competency-based education. Med Teach 2010: 32: 687-91.
  • 16. Linda, H, Dick HA. Competency-Based (Individualized Instructions) Approach to The Basic Cource in a Small Public University: ( ERİC Digest No: 181518): San Antonio, U.S.A, 1979.
  • 17. Jessup G. Outcomes Nvqs and the Emerging Model of Education And Training. London:Falmer Press, 1991.
  • 18. Özvarış ŞB. Hacettepe Halk Sağlığı Vakfı Yayınları, Eğitim Becerileri Rehberi, 1999.
  • 19. Erden M,Akman Y. Gelişim-Öğrenme-Öğretme, Eğitim Psikolojisi. Ankara: Arkadaş Yayınevi. 1998.
  • 20. Malone Y. Social cognitive theory and choice theory: A compatibility analysis. Int J Real Therapy. 2002;22: 10-3.
  • 21. Combs AW. Humanistic education: objectives and assessment. A report of the ASCD working group on humanistic education. Alexandria, VA: Association for Supervision and Curriculum Development, 1978.
  • 22. Grudin R. Humanism: the ideal of humanitas. At: www. britannica.com/topic/humanism. Accessed 14 May 2016.
  • 23. Lyon LJ, Hoover TE, Giusti L, Booth MT, Mahdavi E. Teaching Skill Acquisition and Development in Dental Education. J Dent Educ 2016; 80(8): 983-93.
  • 24. Combs A. Humanistic education: too tender for a tough world? Phi Delta Kappan 1981;62:446-9.
  • 25. Aloni N. Humanistic education: from theory to practice. In: Veugelers W, ed. Education and humanism: linking autonomy and humanity. Rotterdam: Sense Publishers, 2011:35-46.
  • 26. Weissmann PF, Branch WT, Gracey CF, Haidet P, Frankel RM. Role modeling humanistic behavior: learning bedside manner from the experts. Acad Med 2006;81:661-7.
  • 27. Morton NA. Benefits of a humanistic education: a student perspective. J Dent Educ 2008;72:45-7.
  • 28. Hart J. Teaching humanism in medical training. Altern Complement Ther 2011;17:9-13.
  • 29. Quick KK. A humanistic environment for dental schools: what are dental students experiencing? J Dent Educ 2014;78:1629-35.
  • 30. Macluskey M, Hanson C. The retention of süturing skills in dental undergraduates. Eur J Dent Educ 2011; 15: 42–6.
  • 31. Riboh J, Curet M, Krummel T. Innovative introduction to surgery in the preclinical years. Am J Surg 2007: 194: 227-30.
  • 32. Horst JA, Clark MD, Lee AH. Observation, assisting, apprenticeship: cycles of visual and kinesthetic learning in dental education. J Dent Educ 2009; 73:919-33.
  • 33. Moore U, Durham J, Corbett I, Thomson P. The influence of staffing and timetabling on achieving competence in surgical extractions. Eur J Dent Educ 2009; 13:15-9.
  • 34. Shrivastava SR, Shrivastava PS, Ramasamy J. Problembased learning: constructivism in medical education. Educ Health (Abingdon) 2013;26:197-8.
  • 35. Bassir SH, Sadr-Eshkevari P, Amirikhorheh S, Karimbux NY. Problem-based learning in dental education: a sys¬tematic review of the literature. J Dent Educ 2014;78: 98-109.
  • 36. Karpa KD, Vrana KE. Creating a virtual pharmacology curriculum in a problem-based learning environment: one medical school’s experience. Acad Med 2013;88: 198-205.
  • 37. Orsmond P, Zvauya R. Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study. Adv Health Sci Educ Theory Pract 2015;20:479-97.
  • 38. Schmidt HG, Dauphinee WD, Patel VL. Comparing the effects of problem-based and conventional curricula in an international sample. J Med Educ 1987; 62:305-15.
  • 39. Imanieh MH, Dehghani SM, Sobhani AR, Haghighat M. Evaluation of problem-based learning in medical students’education. J Adv Med Educ Prof 2014; 2:1-5.
  • 40. Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992; 67:557-65.
  • 41. Preeti B, Ashish A, Shriram G. Problem-based learning (PBL): an effective approach to improve learning outcomes in medical teaching. J Clin Diagn Res 2013; 7:2896-7.
  • 42. Pourshanazari AA, Roohbakhsh A, Khazaei M, Tajadini H. Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning. Adv Health Sci Educ Theory Pract 2013; 18:91-7.
  • 43. Abdelkarim A, Schween D, Ford T. Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study. J Dent Educ 2018; 82: 144-51.
  • 44. Greenwood F, Wetherell J, Mullins G, Townsend G. Self-perceived competency of dental graduates: an international comparison IADR (ANZ Divis) 1999; 51 (Abstr No 47).
  • 45. Montero J, Dib A, Guadilla Y, Flores J, Santos JA, Aguilar RA et al. Dental students’ perceived clinical competence in prosthodontics: Comparison of traditional and problem-based learning methodologies. J Dent Educ 2018; 82: 152-62.
  • 46. Özkan HH. Öğrenme öğretme modelleri açısından modüler eğitim. DergiPark, Atatürk Üniv Sosyal Bil Enst Derg 2005; 6: 117-28.
  • 47. Alkan C. Modüler Programlama ve Türkiye’de Uygulama. A Ü Eği Bil Fak Derg Sayı 2, 1989.
  • 48. Senemoğlu N. Gelişim Öğrenme Eğitim. 12. Baskı, Ankara, Gazi Kitapevi, 2005; S:558.
  • 49. Özçelik DA. Eğitim Programları ve Eğitim. “Genel Eğitim Yöntemi” ÖSYM Eğitim Yayınları, İkinci Baskı No:8, Ankara, 1989.
  • 50. Haden NK, Weaver RG, Valachovic RW. Meeting the de¬mand for future dental school faculty: trends, challenges, and responses. J Dent Educ 2002;66:1102-13.
  • 51. Fincham AG, Shuler CF. The changing face of dental education: the impact of PBL. J Dent Educ 2001;65: 406-21.
  • 52. Rich SK, Keim RG, Shuler CF. Problem-based learning versus a traditional educational methodology: a compari¬son of preclinical and clinical periodontics performance. J Dent Educ 2005;69:649-62.
  • 53. Walker-Bartnick L, Berger J, Kappelman M. A model for peer tutoring in the medical school setting. J Med Educ 1984;59:309-15.
  • 54. Clarke B, Feltham W. Facilitating peer group teaching within nurse education. Nurse Educ Today 1990;10:54-7.
  • 55. Cortazzi M, Jin L, Wall D, Brunel V. Sharing learning through narrative communication. Int J Language Com¬mun Disorders 2001;36:252-7.
  • 56. Currens J, Bithell J. The 2:1 clinical placement model: perceptions of clinical educators and students. Physio¬therapy 2003;89:204-18.
  • 57. Boud D, Cohen R, Sampson J. Peer learning in higher education: learning from and with each other. New York: Routledge, 2014.
  • 58. Hazelton M. Australia’s national review of nursing educa¬tion. Int J Ment Health Nurs 2002;11:205.
  • 59. Kim AH, Chutinan S, Park SE. Assessment Skills of Dental Students as Peer Evaluators. J Dent Educ 2015; 79: 653-7.
  • 60. Nimmo A, Mitchell GS, Echeto L, Ojha AK. Effect of dental students as instructors on preclinical performance in prosthodontics. J Dent Educ 2008;72:1488-92.
  • 61. Michaelsen LK, Knight BA, Fink LD. Team-based learning: a transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing, 2004.
  • 62. Michaelsen LK, Parmelee DX, Mcmahon KK, Levine RE. Team-based learning for health professions education: a guide to using small groups for improving learning. Sterling, VA: Stylus Publishing, 2007.
  • 63. Nishigawa K, Hayama R, Omoto K, Okura K, Tajima T, Suzuki Y et al. Validity of peer evaluation for team-based learning in a dental school in Japan. J Dent Educ 2017; 81: 1451-6.
  • 64. Sennhenn-Kirchner S, Goerlich Y, Kirchner B, Notbohm M, Schiekirka S, Simmenroth A et al. The effect of repeated testing vs repeated practice on skills learning in undergraduate dental education. Eur J Dent Educ 2018; 22:42–7.
  • 65. Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ. 2008;42:959–66.
  • 66. Larsen DP, Butler AC, Roediger HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43:1174–81.
  • 67. Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191: 64–73.
  • 68. Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A.Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg. 2014;42:97-104.
  • 69. Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20-7.
  • 70. Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ. 2009;43:21–7.
  • 71. Campbell SD. Learning from the present to educate the future: Dental education and EBDM. J Evid Dent Pract 2009; 9: 155-7.
  • 72. Fontana M, Zero D. Bridging the gap in caries management between research and practice through education. J Dent Educ 2007;71: 579-91.
  • 73. Horvath Z, O’Donnell JA, Johnson LA, Karimbux NY, Shuler CF, Spallek H. Use of lecture recordings in dental education: Assessment of status quo and recommendations. J Dent Educ 2013; 77:1431-42.
  • 74. McCombs S, Liu Y. The efficacy of podcasting technol¬ogy in instructional delivery. Int J Technol Teach Learn 2007;3:123-34.
  • 75. Zhu E, Bergom I. Lecture capture: a guide to effective use. CRLT Occasional Papers, University of Michigan, 2010. At: www.crlt.umich.edu/publinks/CRLT_no27.pdf. Accessed: June 14, 2012.
  • 76. McKinney D, Dyck JL, Luber ES. iTunes university and the classroom: can podcasts replace professors? Comput Educ 2009;52:617-23.
  • 77. Cardall S, Krupat E, Ulrich M. Live lecture versus video-recorded lecture: are students voting with their feet? Acad Med 2008;83:1174-8.
  • 78. Margaryan A, Littlejohn A, Vojt G. Are digital natives a myth or reality? University students’ use of digital technologies. Comput Educ 2011;56:429-40.
  • 79. Copley J. Audio and video podcasts of lectures for cam¬pus-based students: production and evaluation of student use. Innov Educ Teach Int 2007;44:387-99.
  • 80. Daniel DB, Woody WD. They hear, but do not listen: retention for podcasted material in a classroom context. Teach Psychol 2010;37:199-203.
  • 81. Brown M. Learning and technology: “in that order.” Educause Rev 2009;44:62-3.

Diş Hekimliği Eğitiminde Güncelleme: Eğitim ve Öğrenim Yöntemleri

Year 2019, Volume: 6 Issue: 5, 1 - 20, 02.12.2019
https://doi.org/10.15311/selcukdentj.552022

Abstract



ÖZET



Lisans
diş hekimliği eğitimindeki hedefimiz; bir sonraki jenerasyonun yalnızca hastaların
konforu sağlayan ve beklentilerini gideren mezunlar değil, toplum ihtiyaçlarına
hizmet eden ve popülasyonun ağız sağlığını iyileştiren yetkin diş hekimleri
olmalarını sağlamaktır. Mezunların yaşam boyu öğrenmeye yönlendirilmesi,
yenilikçi ve geleneksel eğitim yöntemlerinin bir arada kullanılmasıyla eğitime
klinik gerçekliğin yansıtılması fakültelerin sorumluluğundadır. Önümüzdeki
yıllarda, akademik mükemmellik ölçülebilir ve elle tutulabilir terimler ile tarif
edilecektir. Sadece ünlü bir okul olmak yetmeyecek; eğitimde standartları
belirleyip yerine getirmeden, kalite değerlendirmelerini yapmak mümkün
olmayacaktır. Fakültelerin kendi koşulları için en uygun eğitim model/lerine
karar vermelerine ışık tutması beklenerek, bu derleme çalışmasında geleneksel
ve yenilikçi birçok eğitim ve öğrenim modeli sunulmaktadır.



Anahtar kelimeler: Diş
hekimliği eğitimi, yeterlik, öğrenme yöntemleri




References

  • 1. Chuenjitwongsa S, Oliver RG, Bullock AD. Competence, competency-based education, and undergraduate dental education: a discussion paper. Eur J Dent Educ 2016; 22:1-8.
  • 2. Yip H K, Smales R J, Newsome PRH, Chu FCS, Chow TW. Competency-based education in a clinical course in conservative dentistry. British Dent J. 2001; 191: 517-22.
  • 3. Azab E, Saksena Y, Alghanem T, Bassett J, Molgaard K, Albright S et al. Relationship Among Dental Students’Class Lecture Attendance, Use of Online Resources, and Performance. J Dent Educ 2016; 80: 452-8.
  • 4. Plasschaert AJM, Manogue M, Lindh C, McLoughlin J, Murtomaa H, Nattestad A et al. Curriculum content, structure, and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures, and performance criteria. Eur J Dent Educ 2007;11:125-36.
  • 5. Davis BG. Tools for teaching. New York: John Wiley & Sons, 2009.
  • 6. Arias A, Scott R, Peters OA, McClain E, Gluskin AH. Educational outcomes of small-group discussion versus traditional lecture format in dental students’ learning and skills acquisition. J Dent Educ 2016; 80: 459-65.
  • 7. Ferreri SP, O’Connor SK. Redesign of a large lecture course into a small-group learning course. Am J Pharm Educ 2013;77:13.
  • 8. Willis SC, Jones A, Bundy C, Burdett K, Whitehouse CR, O'Neill PA.Small-group work and assessment in a PBL curriculum: a qualitative and quanti¬tative evaluation of student perceptions of the process of working in small groups and its assessment. Med Teach 2002;24:495-501.
  • 9. de Villiers M, Bresick G, Mash B. The value of small-group learning: an evaluation of an innovative CPD pro¬gram for primary care medical practitioners. Med Educ 2003;37:815-21.
  • 10. Lantz MS, Shuler CF. Trends in basic sciences education in dental schools, 1999-2016. J Dent Educ 2017;81:55-65.
  • 11. Formicola AJ. Current state of dental education: Executive summary J Dent Educ 2017; 81:1.
  • 12. McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J et al. Portfolios and assessment of competence: a review of the literature. J Adv Nurs 2003: 41:283-94.
  • 13. Chambers DW. Competencies: a new view of becoming a dentist. J Dent Educ 1994: 58: 342–345.
  • 14. Eraut M. Concepts of competence. J Interprof Care 1998: 12: 127-39.
  • 15. Taber S, Frank JR, Harris KA, Glasgow NJ, Iobst W, Talbot M. Identifying the policy implications of competency-based education. Med Teach 2010: 32: 687-91.
  • 16. Linda, H, Dick HA. Competency-Based (Individualized Instructions) Approach to The Basic Cource in a Small Public University: ( ERİC Digest No: 181518): San Antonio, U.S.A, 1979.
  • 17. Jessup G. Outcomes Nvqs and the Emerging Model of Education And Training. London:Falmer Press, 1991.
  • 18. Özvarış ŞB. Hacettepe Halk Sağlığı Vakfı Yayınları, Eğitim Becerileri Rehberi, 1999.
  • 19. Erden M,Akman Y. Gelişim-Öğrenme-Öğretme, Eğitim Psikolojisi. Ankara: Arkadaş Yayınevi. 1998.
  • 20. Malone Y. Social cognitive theory and choice theory: A compatibility analysis. Int J Real Therapy. 2002;22: 10-3.
  • 21. Combs AW. Humanistic education: objectives and assessment. A report of the ASCD working group on humanistic education. Alexandria, VA: Association for Supervision and Curriculum Development, 1978.
  • 22. Grudin R. Humanism: the ideal of humanitas. At: www. britannica.com/topic/humanism. Accessed 14 May 2016.
  • 23. Lyon LJ, Hoover TE, Giusti L, Booth MT, Mahdavi E. Teaching Skill Acquisition and Development in Dental Education. J Dent Educ 2016; 80(8): 983-93.
  • 24. Combs A. Humanistic education: too tender for a tough world? Phi Delta Kappan 1981;62:446-9.
  • 25. Aloni N. Humanistic education: from theory to practice. In: Veugelers W, ed. Education and humanism: linking autonomy and humanity. Rotterdam: Sense Publishers, 2011:35-46.
  • 26. Weissmann PF, Branch WT, Gracey CF, Haidet P, Frankel RM. Role modeling humanistic behavior: learning bedside manner from the experts. Acad Med 2006;81:661-7.
  • 27. Morton NA. Benefits of a humanistic education: a student perspective. J Dent Educ 2008;72:45-7.
  • 28. Hart J. Teaching humanism in medical training. Altern Complement Ther 2011;17:9-13.
  • 29. Quick KK. A humanistic environment for dental schools: what are dental students experiencing? J Dent Educ 2014;78:1629-35.
  • 30. Macluskey M, Hanson C. The retention of süturing skills in dental undergraduates. Eur J Dent Educ 2011; 15: 42–6.
  • 31. Riboh J, Curet M, Krummel T. Innovative introduction to surgery in the preclinical years. Am J Surg 2007: 194: 227-30.
  • 32. Horst JA, Clark MD, Lee AH. Observation, assisting, apprenticeship: cycles of visual and kinesthetic learning in dental education. J Dent Educ 2009; 73:919-33.
  • 33. Moore U, Durham J, Corbett I, Thomson P. The influence of staffing and timetabling on achieving competence in surgical extractions. Eur J Dent Educ 2009; 13:15-9.
  • 34. Shrivastava SR, Shrivastava PS, Ramasamy J. Problembased learning: constructivism in medical education. Educ Health (Abingdon) 2013;26:197-8.
  • 35. Bassir SH, Sadr-Eshkevari P, Amirikhorheh S, Karimbux NY. Problem-based learning in dental education: a sys¬tematic review of the literature. J Dent Educ 2014;78: 98-109.
  • 36. Karpa KD, Vrana KE. Creating a virtual pharmacology curriculum in a problem-based learning environment: one medical school’s experience. Acad Med 2013;88: 198-205.
  • 37. Orsmond P, Zvauya R. Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study. Adv Health Sci Educ Theory Pract 2015;20:479-97.
  • 38. Schmidt HG, Dauphinee WD, Patel VL. Comparing the effects of problem-based and conventional curricula in an international sample. J Med Educ 1987; 62:305-15.
  • 39. Imanieh MH, Dehghani SM, Sobhani AR, Haghighat M. Evaluation of problem-based learning in medical students’education. J Adv Med Educ Prof 2014; 2:1-5.
  • 40. Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992; 67:557-65.
  • 41. Preeti B, Ashish A, Shriram G. Problem-based learning (PBL): an effective approach to improve learning outcomes in medical teaching. J Clin Diagn Res 2013; 7:2896-7.
  • 42. Pourshanazari AA, Roohbakhsh A, Khazaei M, Tajadini H. Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning. Adv Health Sci Educ Theory Pract 2013; 18:91-7.
  • 43. Abdelkarim A, Schween D, Ford T. Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study. J Dent Educ 2018; 82: 144-51.
  • 44. Greenwood F, Wetherell J, Mullins G, Townsend G. Self-perceived competency of dental graduates: an international comparison IADR (ANZ Divis) 1999; 51 (Abstr No 47).
  • 45. Montero J, Dib A, Guadilla Y, Flores J, Santos JA, Aguilar RA et al. Dental students’ perceived clinical competence in prosthodontics: Comparison of traditional and problem-based learning methodologies. J Dent Educ 2018; 82: 152-62.
  • 46. Özkan HH. Öğrenme öğretme modelleri açısından modüler eğitim. DergiPark, Atatürk Üniv Sosyal Bil Enst Derg 2005; 6: 117-28.
  • 47. Alkan C. Modüler Programlama ve Türkiye’de Uygulama. A Ü Eği Bil Fak Derg Sayı 2, 1989.
  • 48. Senemoğlu N. Gelişim Öğrenme Eğitim. 12. Baskı, Ankara, Gazi Kitapevi, 2005; S:558.
  • 49. Özçelik DA. Eğitim Programları ve Eğitim. “Genel Eğitim Yöntemi” ÖSYM Eğitim Yayınları, İkinci Baskı No:8, Ankara, 1989.
  • 50. Haden NK, Weaver RG, Valachovic RW. Meeting the de¬mand for future dental school faculty: trends, challenges, and responses. J Dent Educ 2002;66:1102-13.
  • 51. Fincham AG, Shuler CF. The changing face of dental education: the impact of PBL. J Dent Educ 2001;65: 406-21.
  • 52. Rich SK, Keim RG, Shuler CF. Problem-based learning versus a traditional educational methodology: a compari¬son of preclinical and clinical periodontics performance. J Dent Educ 2005;69:649-62.
  • 53. Walker-Bartnick L, Berger J, Kappelman M. A model for peer tutoring in the medical school setting. J Med Educ 1984;59:309-15.
  • 54. Clarke B, Feltham W. Facilitating peer group teaching within nurse education. Nurse Educ Today 1990;10:54-7.
  • 55. Cortazzi M, Jin L, Wall D, Brunel V. Sharing learning through narrative communication. Int J Language Com¬mun Disorders 2001;36:252-7.
  • 56. Currens J, Bithell J. The 2:1 clinical placement model: perceptions of clinical educators and students. Physio¬therapy 2003;89:204-18.
  • 57. Boud D, Cohen R, Sampson J. Peer learning in higher education: learning from and with each other. New York: Routledge, 2014.
  • 58. Hazelton M. Australia’s national review of nursing educa¬tion. Int J Ment Health Nurs 2002;11:205.
  • 59. Kim AH, Chutinan S, Park SE. Assessment Skills of Dental Students as Peer Evaluators. J Dent Educ 2015; 79: 653-7.
  • 60. Nimmo A, Mitchell GS, Echeto L, Ojha AK. Effect of dental students as instructors on preclinical performance in prosthodontics. J Dent Educ 2008;72:1488-92.
  • 61. Michaelsen LK, Knight BA, Fink LD. Team-based learning: a transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing, 2004.
  • 62. Michaelsen LK, Parmelee DX, Mcmahon KK, Levine RE. Team-based learning for health professions education: a guide to using small groups for improving learning. Sterling, VA: Stylus Publishing, 2007.
  • 63. Nishigawa K, Hayama R, Omoto K, Okura K, Tajima T, Suzuki Y et al. Validity of peer evaluation for team-based learning in a dental school in Japan. J Dent Educ 2017; 81: 1451-6.
  • 64. Sennhenn-Kirchner S, Goerlich Y, Kirchner B, Notbohm M, Schiekirka S, Simmenroth A et al. The effect of repeated testing vs repeated practice on skills learning in undergraduate dental education. Eur J Dent Educ 2018; 22:42–7.
  • 65. Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ. 2008;42:959–66.
  • 66. Larsen DP, Butler AC, Roediger HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43:1174–81.
  • 67. Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191: 64–73.
  • 68. Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A.Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg. 2014;42:97-104.
  • 69. Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20-7.
  • 70. Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ. 2009;43:21–7.
  • 71. Campbell SD. Learning from the present to educate the future: Dental education and EBDM. J Evid Dent Pract 2009; 9: 155-7.
  • 72. Fontana M, Zero D. Bridging the gap in caries management between research and practice through education. J Dent Educ 2007;71: 579-91.
  • 73. Horvath Z, O’Donnell JA, Johnson LA, Karimbux NY, Shuler CF, Spallek H. Use of lecture recordings in dental education: Assessment of status quo and recommendations. J Dent Educ 2013; 77:1431-42.
  • 74. McCombs S, Liu Y. The efficacy of podcasting technol¬ogy in instructional delivery. Int J Technol Teach Learn 2007;3:123-34.
  • 75. Zhu E, Bergom I. Lecture capture: a guide to effective use. CRLT Occasional Papers, University of Michigan, 2010. At: www.crlt.umich.edu/publinks/CRLT_no27.pdf. Accessed: June 14, 2012.
  • 76. McKinney D, Dyck JL, Luber ES. iTunes university and the classroom: can podcasts replace professors? Comput Educ 2009;52:617-23.
  • 77. Cardall S, Krupat E, Ulrich M. Live lecture versus video-recorded lecture: are students voting with their feet? Acad Med 2008;83:1174-8.
  • 78. Margaryan A, Littlejohn A, Vojt G. Are digital natives a myth or reality? University students’ use of digital technologies. Comput Educ 2011;56:429-40.
  • 79. Copley J. Audio and video podcasts of lectures for cam¬pus-based students: production and evaluation of student use. Innov Educ Teach Int 2007;44:387-99.
  • 80. Daniel DB, Woody WD. They hear, but do not listen: retention for podcasted material in a classroom context. Teach Psychol 2010;37:199-203.
  • 81. Brown M. Learning and technology: “in that order.” Educause Rev 2009;44:62-3.
There are 81 citations in total.

Details

Primary Language Turkish
Subjects Dentistry
Journal Section Review
Authors

Kadriye Funda Akaltan 0000-0001-6744-6312

Publication Date December 2, 2019
Submission Date April 10, 2019
Published in Issue Year 2019 Volume: 6 Issue: 5

Cite

Vancouver Akaltan KF. Diş Hekimliği Eğitiminde Güncelleme: Eğitim ve Öğrenim Yöntemleri. Selcuk Dent J. 2019;6(5):1-20.