Lectures are a commonly used teaching method in higher education, but there is significant debate about the relative merits of different classroom practices. Various classroom observation tools have been developed to try to give insight into these practices, beyond the simple dichotomy of “traditional lecturing versus active learning”. Here we review of a selection of classroom observation protocols from an ethological perspective and describe how this informed the development of a new protocol, FILL+. We demonstrate that FILL+ can be applied reliably by undergraduate students after minimal training. We analysed a sample of 208 lecture recordings from Mathematics, Physics, and Veterinary Medicine and found a wide variety of classroom practices, e.g. on average lecturers spent 2.1% (± 2.6%) of the time asking questions, and 79.3% (± 19%) of the lecture talking, but individuals varied considerably. The FILL+ protocol has the potential to be widely used, both in research on effective teaching practices, and in informing discussion of pedagogical approaches within institutions and disciplines.
Background. Patients who are partially dentate or edentulous can receive both conventional and implant-supported fixed prostheses, which leads to improvement in function, esthetics and self-esteem. Currently, implant dentistry is one of the fastest-growing disciplines in dentistry. Objectives. The aim of the study was to assess the education and training of dentists practicing implant therapy in the Riyadh region of Saudi Arabia, including their preferred dental implant systems, the clinical complications experienced as well as the barriers to implant therapy they encounter. Material and methods. A self-administered questionnaire was distributed among dentists in Riyadh performing dental implants in both the state and private sectors. The questionnaire included demographic data, such as nationality, the practitioner' s affiliated specialist category and their respective qualifications. Other data included their main sources of education pertaining to implant dentistry, the most commonly used implant systems, common clinical complications, and barriers to implant therapy. A descriptive statistical analysis of the data was carried out. Results. A significant majority of non-Saudi dental practitioners were employed in the private sector (p = 0.001), whereas a significant majority of Saudi dental practitioners were employed in the state sector (p = 0.001). The largest group of practitioners performing implants were general dentists (48.1%). The 3i TM implant system was the most widely utilized (35.4%). Failed osseointegration (12.6%) and peri-implantitis (12%) were the most common clinical complications. The biggest barrier to placing implants was the cost of implants to patients (59.1%). Conclusions. Fundamental to implant practice is the clinical practitioner and patient selection. The utilization of implant systems should preferably be based on the chemical properties of implant surfaces which promote early osseointegration. Comparative studies investigating the reasons for failed osseointegration and other clini cal complications are needed locally and internationally. Further research, together with advanced clinical specialist training, can lead to improvement in the quality of implant therapy for the benefit of patients.
No abstract
Lectures are a commonly used teaching method in higher education, but there is significant debate about the relative merits of different classroom practices. Various classroom observation tools have been developed to try to give insight into these practices, beyond the simple dichotomy of “traditional lecturing versus active learning”. Here we review of a selection of classroom observation protocols from an ethological perspective, and describe how this informed the development of a new protocol, FILL+. We demonstrate that FILL+ can be applied reliably by undergraduate students after minimal training. We analysed a sample of 208 lecture recordings from Mathematics, Physics, and Veterinary Medicine and found a wide variety of classroom practices, e.g. on average lecturers spent 2.1% (±2.6%) of the time asking questions, and 79.3% (±19%) of the lecture talking, but individuals varied considerably. The FILL+ protocol has the potential to be widely used, both in research on effective teaching practices, and in informing discussion of pedagogical approaches within institutions and disciplines.
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