Division of Dental Hygiene, College of Dentistry at The Ohio State University, Columbus, OH, USA.
Dental Hygiene Program, College of Dentistry at The Ohio State University, Columbus, OH, USA.
J Dent Educ. 2020 Oct;84(10):1074-1083. doi: 10.1002/jdd.12247. Epub 2020 Jun 15.
With significant learning experiences, students undergo positive, substantial, and lasting influences on their personal and professional lives. With grant support from The Ohio State University's Affordable Learning Exchange Program, students created e-book chapters for a Current Concepts in Dental Hygiene as a significant learning experience.
The purpose of this study was to evaluate the impact of an e-book chapter creation project on the learning of undergraduate dental hygiene students using Fink's Taxonomy of Significant Learning.
Upon IRB exemption, this study involved a mixed-methods, cross-sectional research design involving a survey of attitudinal and reflective questions. The data were analyzed using descriptive statistics and thematic analysis.
The data from 100% (n = 41) of the dental hygiene students enrolled in the Current Concepts in Dental Hygiene course were analyzed. Most students recognized the alignment of the 6 scaffolded assignments with the 6 domains of Fink's Taxonomy of Significant Learning. Most students agreed the project focused on foundational knowledge (68.8%, n = 27), promoted active learning (73.2%, n = 30), applied to real life problems (63.4%, n = 26), and provided life lessons (56.1%, n = 23). Thematic analysis revealed students appreciated the teamwork involved and the scaffolding of assignments, recognized the challenges of inconsistent feedback and technical issues with the software, and felt that more faculty guidance and technical support would have improved their experiences.
Future research should evaluate the impact of using Fink's Taxonomy of Significant Learning with the design of courses or course-long projects on the education of dental and dental hygiene students.
学生在学习过程中会获得重要的、实质性的和持久的影响，无论是对个人还是职业生活。在俄亥俄州立大学平价学习交流计划的资助下，学生们为《当代口腔卫生学》一书创作了电子章节，这是一次重要的学习体验。
本研究旨在使用 Fink 的重要学习分类法评估本科生口腔卫生学生参与电子章节创作项目对学习的影响。
在获得机构审查委员会豁免后，本研究采用混合方法、横断面研究设计，包括对态度和反思问题的调查。使用描述性统计和主题分析对数据进行分析。
对参加《当代口腔卫生学》课程的 100%（n=41）口腔卫生学生的数据进行了分析。大多数学生认识到 6 个有计划的作业与 Fink 的重要学习分类法的 6 个领域的一致性。大多数学生认为该项目侧重于基础知识（68.8%，n=27）、促进主动学习（73.2%，n=30）、应用于现实生活问题（63.4%，n=26）和提供生活经验（56.1%，n=23）。主题分析显示，学生们欣赏团队合作，喜欢作业的逐步指导，认识到反馈不一致和软件技术问题的挑战，并认为更多的教师指导和技术支持将改善他们的体验。
未来的研究应评估使用 Fink 的重要学习分类法与课程或课程长项目的设计对牙科和口腔卫生学生教育的影响。
