Echeto Luisa F, Sposetti Venita, Childs Gail, Aguilar Maria L, Behar-Horenstein Linda S, Rueda Luis, Nimmo Arthur
Dr. Echeto is Clinical Associate Professor and Director, Division of Prosthodontics and Predoctoral Prosthodontics Program, Department of Restorative Dental Sciences, University of Florida College of Dentistry; Dr. Sposetti is Associate Dean for Education and Associate Professor, Division of Prosthodontics, Department of Restorative Dental Sciences, University of Florida College of Dentistry; Ms. Childs is Associate in Dentistry and Director of Curriculum and Instruction, University of Florida College of Dentistry; Dr. Aguilar is Clinical Assistant Professor, Division of Prosthodontics, Department of Restorative Dental Sciences, University of Florida College of Dentistry; Dr. Behar-Horenstein is Distinguished Teaching Scholar and Professor, Department of Educational Administration and Policy, University of Florida School of Human Development and Organizational Studies in Education and Affiliate Professor, Community Dentistry and Behavioral Science, University of Florida College of Dentistry; Dr. Rueda is Clinical Associate Professor, Division of Prosthodontics, Department of Restorative Dental Sciences, University of Florida College of Dentistry; and Dr. Nimmo is Professor, Division of Prosthodontics, Department of Restorative Dental Sciences, University of Florida College of Dentistry.
J Dent Educ. 2015 Sep;79(9):1040-8.
The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.
本研究的目的是评估基于团队的学习（TBL）方法对牙科学生关于可摘局部义齿（RPD）治疗知识保留情况的有效性。学习RPD治疗的过程要求学生首先获取基础知识，然后运用批判性思维技能将该知识应用于各种临床情况。以依赖讲座为特征的传统教学方法并非学习临床应用的最有效方法。为解决该方法的局限性，佛罗里达大学RPD临床前课程的教学方法改为TBL，已证明该方法能激发学生学习并提高临床成绩。构建了一项笔试，以比较TBL与传统教学在学生知识保留以及评估、诊断和为一名使用RPD修复体的部分牙列缺失患者制定治疗计划能力方面的影响。采用传统方法和TBL方法教学的学生参加了相同的考试。2013级（传统方法）的应答率（完成考试的人数）为94%（84名学生中的79名）；2014级（TBL方法）为95%（82名学生中的78名）。结果显示，采用TBL学习RPD的学生在考试中的得分高于采用传统方法学习RPD的学生。与采用传统方法教学的学生相比，TBL学生的及格率在统计学上显著更高（p = 0.002），且通过考试的TBL学生多23.7%。TBL班级的平均成绩（0.758）与传统班级（0.700）相比，在统计学上具有显著差异且效应量较大，这也证明了研究结果的实际意义。研究结果表明，TBL方法是一种有前景的RPD教学方法，具有成功的教学成果。
