{"title":"Undergraduate dental students’ perceptions of team-teaching: A Malaysian experience on cross-professional preclinical education","authors":"Galvin Sim Siang Lin , 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 ><!--> <!-->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.
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.