Oral Medicine and Pathology, School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
Teach Learn Med. 2021 Apr-May;33(2):184-195. doi: 10.1080/10401334.2020.1811094. Epub 2020 Sep 2.
Think-pair-share (TPS) is a teaching strategy that promotes active and collaborative learning; however, the effectiveness and applicability of this strategy in its original or altered form remain to be established, especially in health professions education. As a first step in this direction, the objective of our study was to examine the perceived effectiveness and applicability of TPS including storytelling (TPS-S) in an oral pathology seminar from the perspectives of students, seminar instructors, and peer instructors (experienced instructors who observed the seminar). Prompts for individual thinking (T), pair discussion (P), and class sharing (S) included clinical case-based questions related to diagnosis and management and wildcards with additional information about the cases. In addition to the traditional TPS phases, the experiences of the leading instructor in dealing with the cases discussed in the seminar were shared through storytelling to model good practices in clinical diagnosis and management. Our study was conducted in the School of Dentistry at the University of Alberta. Participants in this mixed-method study included third (Y3) and fourth (Y4) year dental students (n = 55) in their clinical training, seminar instructors (n = 2), and peer instructors (n = 3). Data from students, seminar instructors, and peer instructors were obtained through the Student Evaluation of Educational Quality (SEEQ) questionnaire, journaling, and interview, respectively. Descriptive statistics were performed to analyze SEEQ dimensions and statements (factors). MANOVA was used to determine significant differences between Y3 and Y4 students for SEEQ dimensions and ANOVA to identify the factors that accounted for significant differences. Qualitative data were analyzed using inductive content analysis. Participants positively valued the TPS-S seminar. Students rated all SEEQ dimensions between good and very good and regarded the seminar as superior to traditional lectures. Perceived conditions that facilitated the implementation of TPS-S included the use of real-life clinical cases, instructor facilitation skills, and the scaffolded structure of the seminar. Perceived conditions that hindered the implementation of TPS-S included unequal participation of Y3 and Y4 students, time constraints, and issues related to student pairing. TPS-S was perceived as effective to improve clinical learning and applicable to dental clinical education as long as its implementation matches the characteristics of the learning context. Further evidence is needed to empirically demonstrate the effectiveness and applicability of TPS-S.
“思-讲-练”（TPS）是一种促进主动和协作学习的教学策略；然而，这种策略在其原始或改编形式下的有效性和适用性尚待确定，尤其是在健康职业教育中。作为朝这个方向迈出的第一步，我们的研究目的是从学生、研讨会讲师和同伴讲师（观察研讨会的有经验讲师）的角度，检查 TPS 包括讲故事（TPS-S）在口腔病理学研讨会上的感知有效性和适用性。个人思考（T）、小组讨论（P）和全班分享（S）的提示包括与诊断和管理相关的基于临床病例的问题和带有有关病例的附加信息的通配符。除了传统的 TPS 阶段外，主讲导师在处理研讨会上讨论的病例时的经验通过讲故事来分享，为临床诊断和管理中的良好实践树立了榜样。我们的研究是在阿尔伯塔大学牙科学院进行的。这项混合方法研究的参与者包括处于临床培训阶段的三年级（Y3）和四年级（Y4）牙科学生（n=55）、研讨会讲师（n=2）和同伴讲师（n=3）。学生、研讨会讲师和同伴讲师的数据分别通过学生教育质量评估（SEEQ）问卷、日记和访谈获得。使用描述性统计分析来分析 SEEQ 维度和陈述（因素）。MANOVA 用于确定 Y3 和 Y4 学生在 SEEQ 维度上的显著差异，ANOVA 用于确定导致显著差异的因素。使用归纳内容分析对定性数据进行分析。参与者对 TPS-S 研讨会给予了积极评价。学生对所有 SEEQ 维度的评价均为良好至非常好，并认为该研讨会优于传统讲座。促进 TPS-S 实施的感知条件包括使用真实的临床病例、讲师促进技能和研讨会的结构化结构。阻碍 TPS-S 实施的感知条件包括 Y3 和 Y4 学生参与不平等、时间限制以及与学生配对相关的问题。TPS-S 被认为可以有效提高临床学习水平，适用于牙科临床教育，只要其实施符合学习环境的特点。需要进一步的证据来从经验上证明 TPS-S 的有效性和适用性。
