A case study on the evaluation of discussion and debate learning effectiveness in a dental hygiene ethics class

Choi, Youngjoon; Kim, Eun-Jeong

doi:10.1111/eje.12690

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…In this study, 90% of students claimed that debate encouraged them to listen deeply in order to effectively persuade others, and 91% claimed that debate helped them understand the importance of listening to different viewpoints. These results are consistent with similar studies [ 18 , 30 – 32 ].…”

Section: Discussionsupporting

confidence: 94%

Debating: effective and satisfactory learning method in dentistry

Meschi,

Shirahmadi,

Amiri

et al. 2024

BMC Med Educ

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Background Education in the modern world of health needs diverse methods of learning and teaching. The traditional education model has limited capacity for developing abilities such as critical thinking, problem-solving, and reasoning skills. Therefore, improving the quality of teaching–learning processes requires implementing educational innovations in the classroom and evaluating them. This study aimed to determine the impact of the debate teaching method on improving the abilities of general dentistry doctoral students. Methods The research was a semi-experimental study with pre-tests and post-tests to measure the knowledge and abilities of students. The study included 60 dental students who completed the fall 2022 session of the Community Oral Health (COH) 2 practical course. This course, one of three practical components within the Community Oral Health curriculum, aligns with the educational framework of general dentistry. Challenging topics on which there is no consensus in dentistry were chosen for the debate. The descriptive statistics indicators include an independent t-test and variance analysis test with a significance level of 5%. Were used to analyze the data. Results The results of the study showed that the average total knowledge (P < 0.001), 'perception of critical thinking skills (P < 0.001), expression power (P < 0.001), reasoning skills (P = 0.003), interpretation and Information analysis power (P < 0.001), the ability to find and use scientific databases (P < 0.001) and the ability to analyze and evaluate evidence (P < 0.001) increased significantly after intervention in students. 95% of students agreed/strongly agreed that this method enhances their ability to answer people's questions. From an instructor’s point of view, students had 93.1% of the ability to reason and analyze information after intervention and 88.5% of the ability to think critically. Conclusion The results of the study showed that the use of debate in the classroom is an effective way to present content. The process of evaluating data-driven arguments promotes higher-level cognitive skills and teaches students about the knowledge base and the use of scientific databases. Trial registration Registration date: 21/11/2022, Registration number: IRCT20141128020129N3.

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Section: Discussionsupporting

confidence: 94%

Debating: effective and satisfactory learning method in dentistry

Meschi,

Shirahmadi,

Amiri

et al. 2024

BMC Med Educ

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“…This paradigm shift is not limited to changes in aptitude either; improvement of 'soft skills' such as interpersonal communication, professional decision-making, and critical thinking skills have been associated with discussion-based learning, especially in the context of medical education. 9 Given the fundamental nature of these skills, the change in student self-perception is likely the catalyst for these perceived changes in e cacy. Thus, frequent discussion leading to improved student con dence is likely a key factor that contributed to the improvements seen in both student aptitude and attitude over the course of the semester.…”

Section: Discussion-based Learningmentioning

confidence: 99%

Advancing Whole Person Care: An Innovative Approach to Integrating Spirituality and Religion into Medical Education

Hashim,

Zaidi,

Alshaikhsalama

et al. 2024

Preprint

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Background Despite the recognized significance of the integration of spiritual care into healthcare, training in spiritual care is often an elective rather than a core component of medical education in the U.S., suggesting a gap in the comprehensive training of future healthcare professionals. Methods An innovative elective course, developed to explore the interplay between religion, spirituality, and medicine, was assessed over two academic semesters using qualitative and quantitative methods. The curriculum included lectures, interactive sessions with religious leaders, and discussions aimed at enhancing medical students' understanding and skills in integrating spiritual care into patient care. Through carefully designed pre- and post-course surveys, data was collected to gauge changes in students' perceptions, attitudes, and competencies. Results The course significantly improved participants' confidence and competence in integrating spiritual care into medical practice, as evidenced by the pre- and post-course survey comparisons. Students reported an enhanced understanding of the importance of spiritual care in patient treatment, expressed a greater willingness to incorporate spiritual assessments in their future clinical practice, and demonstrated a markedly elevated ability to correctly assist a patient in certain religiously based case scenarios. Conclusions The elective course successfully addressed a critical gap in medical education by equipping students with the knowledge and skills to incorporate spiritual care into holistic patient treatment. This initiative underscores the need for spiritual care training within medical curricula to prepare well-rounded healthcare professionals capable of meeting the diverse needs of patients. The course model offers a valuable framework for other medical schools aiming to enhance holistic care competencies among students. Trial Registration Not applicable, as this study did not report the results of a health care intervention on human participants requiring registry.

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“…Discussion courses have been used successfully in a variety of settings, such as in ethics courses 1 , 2 , 3 and when bringing together multiple disciplines. 4 , 5 The main goals of discussion courses align well with the goals of graduate education, where students take responsibility for their own learning and synthesize material beyond simple recall.…”

Section: Introductionmentioning

confidence: 99%

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

et al. 2022

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The Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University brings together Ph.D. students from the physical, engineering, and biological sciences. The main goals of this program are for students to become comfortable working in an interdisciplinary and collaborative research environment and adept at communicating with scientists and nonscientists. To fill a student-identified learning gap in engaging in inclusive discussions, IGPPEB students developed a communication workshop to improve skills in visual engagement, citing specific content, constructive conversation entrances, and encouragement of peers. Based on short-and long-term assessment of the workshop, 100% of students reported that it should be offered to future cohorts and 63% of students perceived it to be personally helpful. Additionally, 92% of participants reported using one or more of the core skills beyond the course, with skills in "Encouraging peers" and "Constructive conversation entrances" rated the highest in perceived improvement. Based on the highest average rating of 76 ± 24 (on a scale of 0-100), students agreed that the workshop made them feel more welcome in the IGPPEB community. With a rating of 68 ± 13, they also agreed that the workshop had a positive impact on their graduate school experience. Participants provided suggestions for future improvements, such as increasing student involvement in leading discussions of course material. This study demonstratesThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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A case study on the evaluation of discussion and debate learning effectiveness in a dental hygiene ethics class

Cited by 4 publications

References 16 publications

Debating: effective and satisfactory learning method in dentistry

Debating: effective and satisfactory learning method in dentistry

Advancing Whole Person Care: An Innovative Approach to Integrating Spirituality and Religion into Medical Education

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

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