Gadbury-Amyot Cynthia C, Redford Gloria J, Bohaty Brenda S
Dr. Gadbury-Amyot is Associate Dean and Professor, School of Dentistry, University of Missouri-Kansas City; Dr. Redford is Clinical Assistant Professor, Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City; and Dr. Bohaty is Nelson Professor and Chair, Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City and Pediatric Dentistry Residency Program Director, Children's Mercy Hospital.
J Dent Educ. 2017 Dec;81(12):1430-1435. doi: 10.21815/JDE.017.103.
In recognition of the importance for dental education programs to take a student-centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self-directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students' self-reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom. A convenience sample of two classes of second-year dental students in spring 2014 (SP14, n=106) and spring 2015 (SP15, n=106) was invited to participate in the study. Of the SP14 students, 84 participated, for a response rate of 79%; of the SP15 students, 94 participated, for a response rate of 87%. Students' self-reported responses to questions about study strategies with the prerecorded lecture materials and assigned reading materials were examined. Non-parametric analyses resulted in a cohort effect, so data are reported by class. In the SP15 class, 72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14 class, with a majority watching more than one lecture per week. In the SP15 cohort, 68% used active learning strategies when watching the lectures versus 58.3% of the SP14 cohort. The time of day preferred by the majority of both cohorts for interacting with course materials was 7-11 pm. Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to class. Overall, the course redesign appeared to engage students in self-directed active learning. However, the degree to which active learning practices were taking place to achieve meaningful learning was questionable given students' self-reported study strategies. More work is needed to examine strategies for promoting study practices that will lead to meaningful learning.
认识到牙科教育项目采用以学生为中心的方法的重要性，即鼓励学生对自己的学习负责，美国一所牙科学院实施了一项儿科牙科课程重新设计，旨在促进更多的主动学习和自主学习。本研究的目的是检验学生自我报告的学习习惯与翻转/混合式课堂中有意义学习所需的主动学习实践之间的关联。邀请了2014年春季（SP14，n = 106）和2015年春季（SP15，n = 106）两个班级的二年级牙科学生组成的便利样本参与研究。SP14班的学生中，84人参与，回复率为79%；SP15班的学生中，94人参与，回复率为87%。研究了学生对有关使用预先录制的讲座材料和指定阅读材料的学习策略问题的自我报告回复。非参数分析产生了队列效应，因此数据按班级报告。在SP15班中，72%的学生报告观看了所有/超过一半的预先录制讲座，而SP14班为62%，大多数学生每周观看不止一场讲座。在SP15队列中，68%的学生在观看讲座时使用了主动学习策略，而SP14队列中这一比例为58.3%。两个队列中的大多数学生与课程材料互动的首选时间是晚上7点至11点。SP14和SP15班的学生都报告说，在上课前不太可能阅读指定材料。总体而言，课程重新设计似乎使学生参与了自主主动学习。然而，鉴于学生自我报告的学习策略，为实现有意义学习而进行的主动学习实践的程度值得怀疑。需要开展更多工作来研究促进能带来有意义学习的学习实践的策略。
