Loma Linda University School of Dentistry, Loma Linda, California, United States of America.
Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, United States of America.
J Contemp Dent Pract. 2022 Jan 1;23(1):3-7.
The purpose of the study was two-fold. First, to evaluate students' learning style and relate it to their academic performance. Second, to highlight changes implemented in the tooth morphology (TOMO) course as a response to the coronavirus disease-2019 (COVID-19) pandemic.
The study was performed during 2021-2022 with 101 dental students. Didactic lectures were delivered online and students challenged with nine quizzes and one final examination. Didactic score was calculated by averaging the scores of quizzes and the final exam. Lab score was a combination of five lab projects and the final competency. At course completion, students received a survey on their learning style and how they would like to receive feedback. Kruskal-Wallis test was used to assess differences in didactic and lab scores among groups.
Many students perceived themselves as visual learners (39%) followed by kinesthetic (24%), aural (19%), and reader (18%). There was no difference among learning style groups in performance of didactic ( = 0.340) and lab scores ( = 0.845). Students preferred that the instructor talks them through the questions for feedback on quizzes (41%) while they preferred demonstrations when receiving feedback on their wax-ups (51%). Most students (75%) preferred a TOMO teacher that uses demonstrations. 2020-2021 marked the year of the pandemic where all lectures were delivered online and waxing projects were performed at-home. A postpandemic transformation occurred during 2021-2022, reverting to conventional in-person lab sessions while keeping online didactic lectures.
We conclude that TOMO should be delivered by using various teaching styles rather than focusing on a single method while providing more demonstrations.
Teaching tooth morphology to the new generation type of learners efficiently will affect the clinical work of dental graduates.
本研究旨在双重目的。第一，评估学生的学习风格并将其与学习成绩相关联。第二，强调由于 2019 年冠状病毒病（COVID-19）大流行，在牙齿形态学（TOMO）课程中所做的改变。
本研究于 2021-2022 年期间对 101 名牙科学生进行。线上授课，学生参加九次测验和一次期末考试。通过平均测验和期末考试的分数来计算理论成绩。实验成绩由五个实验项目和最终的能力测试组成。课程结束时，学生收到关于他们的学习风格和他们希望收到反馈的方式的调查。使用 Kruskal-Wallis 检验评估不同学习风格组在理论和实验成绩上的差异。
许多学生认为自己是视觉学习者（39%），其次是动觉学习者（24%）、听觉学习者（19%）和阅读者（18%）。学习风格组在理论（ = 0.340）和实验成绩（ = 0.845）方面无差异。学生更喜欢在测验中，教师给他们讲解问题以获得反馈（41%），而在接受蜡型反馈时，他们更喜欢演示（51%）。大多数学生（75%）更喜欢使用演示的 TOMO 教师。2020-2021 年是大流行的一年，所有讲座均在线上进行，上蜡项目在家中进行。2021-2022 年发生了大流行后的转变，恢复了传统的面对面实验课程，同时保留了在线理论课程。
我们得出结论，TOMO 应该使用各种教学风格进行教学，而不是专注于单一方法，同时提供更多的演示。
有效地向新一代学习者传授牙齿形态学将影响牙科毕业生的临床工作。
