J Dent Educ. 2020 Mar;84(3):343-349. doi: 10.21815/JDE.019.182.
Little research exists on reciprocal learning, a type of peer-assisted learning in which students act concurrently as both teacher and learner in small groups. The aims of this pilot study were to assess the feasibility of using case-based reciprocal learning with dental students and to assess its impact on students' satisfaction and perceived clinical reasoning, educational value, and use of evidence-based dentistry. In this quasi-experimental mixed methods study conducted in 2018, small-group sessions led by a third-year dental student were designed to expose second-year students to clinical portfolios prior to clinical rotations, promote evidence-based dentistry, and improve students' clinical critical thinking skills by having them work in small groups to teach and learn from each other. After the intervention, all 76 students in the sessions were invited to complete a survey with 11 Likert-scale items and six open-response questions assessing their engagement in learning, perceived educational value, and perceived quality of facilitation associated with reciprocal learning. Sixty-five students completed the surveys for a response rate of 86%. Among the survey respondents, 87.7% agreed/strongly agreed that the small groups facilitated enhanced learning, and 66.2% agreed/strongly agreed that they learned the material better because they had to teach it to their peers. Also, 74.6% agreed/strongly agreed that their clinical critical thinking improved, and 92.3% agreed/strongly agreed that they felt better prepared to complete a patient portfolio once they reach clinic. This study found that reciprocal learning had favorable outcomes in terms of students' perceptions of learning. The students reported that the small groups enhanced their learning, improved their comfort in asking questions in small groups, and exposed them to a variety of clinical situations.
关于互惠学习的研究很少，这是一种同伴辅助学习，学生在小组中同时担任教师和学习者。本试点研究的目的是评估在牙科学生中使用基于案例的互惠学习的可行性，并评估其对学生满意度和感知临床推理、教育价值以及循证牙科应用的影响。在这项 2018 年进行的准实验混合方法研究中，由三年级牙科学生领导的小组会议旨在在临床轮转前让二年级学生接触临床档案，促进循证牙科，并通过小组合作让学生相互教学和学习来提高学生的临床批判性思维技能。干预后，所有参加会议的 76 名学生都被邀请完成一项包含 11 个李克特量表项目和 6 个开放反应问题的调查，评估他们的学习参与度、感知教育价值和与互惠学习相关的感知促进质量。65 名学生完成了调查，回应率为 86%。在调查受访者中，87.7%的人同意/强烈同意小组促进了学习，66.2%的人同意/强烈同意他们因为必须教给同伴而更好地学习了材料。此外，74.6%的人同意/强烈同意他们的临床批判性思维有所提高，92.3%的人同意/强烈同意一旦他们进入诊所，他们感觉更有准备完成患者档案。这项研究发现，互惠学习在学生的学习感知方面取得了良好的效果。学生们报告说，小组增强了他们的学习能力，提高了他们在小组中提问的舒适度，并让他们接触到各种临床情况。
