Undergraduate dental students’ perceptions of team-teaching: A Malaysian experience on cross-professional preclinical education

Q2 Social Sciences Educacion Medica Pub Date : 2023-12-21 DOI:10.1016/j.edumed.2023.100874
Galvin Sim Siang Lin , Kah Hoay Chua
{"title":"Undergraduate dental students’ perceptions of team-teaching: A Malaysian experience on cross-professional preclinical education","authors":"Galvin Sim Siang Lin ,&nbsp;Kah Hoay Chua","doi":"10.1016/j.edumed.2023.100874","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>Limited research has been conducted to determine how undergraduate dental students perceive team-teaching, especially when involving teachers from other allied dental professions. Therefore, the current study aimed to determine students’ perceptions of team-teaching in a preclinical dental materials science course.</p></div><div><h3>Methods</h3><p>The current laboratory dental materials practical session was carried out for the second-year undergraduate dental students. The session was conducted solely by a dental technology lecturer in the dental technology laboratory. Students attended lectures on commonly used laboratory-based dental materials before the session comprising seven teaching and learning stations. 19 close-ended questions using 5-point Likert Scales to assess 4 domains (perception of learning, teacher, learning environment, and preference of learning) including 2 open-ended questions were administered at the end of the session. Mean scores for each questionnaire item were analysed, whereas content analysis was performed for open-ended responses.</p></div><div><h3>Result</h3><p>The respondent rate was 100% (<em>n</em> = 68). Mean scores for domains 1, 2, 3, and 4 ranged from 4.35–4.69, 4.63–4.87, 4.53–4.69, and 2.93–3.74, respectively. Cronbach’s alpha value for all the questionnaire items was 0.85, while confirmatory factor analysis scores for all domains were &gt;<!--> <!-->0.7, with 2 items being removed. Based on the open-ended responses, students enjoyed the communication between the teacher and students and wished to have more hands-on activity.</p></div><div><h3>Conclusion</h3><p>Students generally showed positive perceptions towards their learning, teacher, and learning environment, despite showing mixed preference towards team-teaching. Additional research is required to evaluate teachers’ and policymakers’ perspectives as well as the impact of team-teaching on students' academic performance.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000931/pdfft?md5=cbc006e0732b19bc37e1cd1e46d9a917&pid=1-s2.0-S1575181323000931-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educacion Medica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1575181323000931","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0

Abstract

Introduction

Limited research has been conducted to determine how undergraduate dental students perceive team-teaching, especially when involving teachers from other allied dental professions. Therefore, the current study aimed to determine students’ perceptions of team-teaching in a preclinical dental materials science course.

Methods

The current laboratory dental materials practical session was carried out for the second-year undergraduate dental students. The session was conducted solely by a dental technology lecturer in the dental technology laboratory. Students attended lectures on commonly used laboratory-based dental materials before the session comprising seven teaching and learning stations. 19 close-ended questions using 5-point Likert Scales to assess 4 domains (perception of learning, teacher, learning environment, and preference of learning) including 2 open-ended questions were administered at the end of the session. Mean scores for each questionnaire item were analysed, whereas content analysis was performed for open-ended responses.

Result

The respondent rate was 100% (n = 68). Mean scores for domains 1, 2, 3, and 4 ranged from 4.35–4.69, 4.63–4.87, 4.53–4.69, and 2.93–3.74, respectively. Cronbach’s alpha value for all the questionnaire items was 0.85, while confirmatory factor analysis scores for all domains were > 0.7, with 2 items being removed. Based on the open-ended responses, students enjoyed the communication between the teacher and students and wished to have more hands-on activity.

Conclusion

Students generally showed positive perceptions towards their learning, teacher, and learning environment, despite showing mixed preference towards team-teaching. Additional research is required to evaluate teachers’ and policymakers’ perspectives as well as the impact of team-teaching on students' academic performance.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
牙科本科生对团队教学的看法:马来西亚跨专业临床前教育的经验
引言 目前,关于口腔医学本科生如何看待团队教学的研究还很有限,尤其是在有其他口腔医学专业教师参与的情况下。因此,本研究旨在确定学生对临床前口腔材料学课程中团队教学的看法。该课程由一名牙科技术讲师在牙科技术实验室单独进行。学生们在课程开始前参加了关于实验室常用牙科材料的讲座,该课程由七个教学站组成。在课程结束时,使用 5 点李克特量表对 4 个领域(学习感知、教师、学习环境和学习偏好)进行了 19 个封闭式提问,包括 2 个开放式问题。对每个问卷项目的平均分进行了分析,而对开放式回答则进行了内容分析。领域 1、2、3 和 4 的平均得分分别为 4.35-4.69、4.63-4.87、4.53-4.69 和 2.93-3.74。所有问卷项目的 Cronbach's alpha 值均为 0.85,而所有领域的确认性因子分析得分均为 >0.7,其中删除了 2 个项目。根据开放式回答,学生喜欢教师与学生之间的交流,并希望有更多的实践活动。还需要开展更多研究,以评估教师和决策者的观点以及团队教学对学生学业成绩的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Educacion Medica
Educacion Medica Social Sciences-Education
CiteScore
2.60
自引率
0.00%
发文量
58
审稿时长
63 days
期刊介绍: Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.
期刊最新文献
Una breve precisión acerca de las implicaciones educativas del concepto zona de desarrollo próximo Evaluación de un curso en línea de telemedicina a través de Facebook: un ensayo controlado aleatorizado Determinantes sociales de la salud y sociología de la salud: importancia de la formación sociosanitaria en las carreras de Medicina Cutting through the noise: unravelling the web of misinformation in surgical social networks Experiencia de uso de una herramienta para evaluar el realismo en simulaciones clínicas
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1