Active learning in undergraduate classroom dental education- a scoping review

Abstract

Introduction Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. Methods The review was guided by Arksey & O’Malley’s multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. Results In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. Conclusion Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

A content analysis of graduate dissertation using the flipped learning method

“…In addition to studies stating that quantitative methods are used the most (Chen et. al., 2022;Özbey & Sarıca, 2019;Perez et al, 2023;Tunggyshbay et al, 2023), Özbey and Sarıca (2019) also noted a considerable increase in the use of mixed methods. Köse and Yüzak (2020) reported that quantitative methods were the most common, whereas (Demirer & Aydın, 2007; found that qualitative methods were more prevalent in their studies.…”

“…Tunggyshbay et al (2023) stated that in their research where they examined 30 articles, quantitative research methods and experimental studies were mostly used. Perez et al (2023) stated that most of the studies included in their research used quantitative approaches and that the number of studies on active learning has increased over time. Karagöl and Esen (2019) identified a positive impact of the flipped learning model on academic achievement, particularly effective in small groups.…”

Design and evaluation of an immunology and pathology course that is tailored to today’s dentistry students

“…Active learning methods have shown to be successful in meta-analyses: the learning process was better and the percentage of passed exams increased accordingly ( 1 , 2 ). A meta-analysis that specifically analyzed active learning strategies among dentistry undergraduates across 93 studies concluded that active learning improved satisfaction and knowledge acquisition, and was rated as superior to traditional teaching and learning methods ( 3 ). Lecturing large audiences is effective for presenting information, but such an educational choice is less effective for stimulating higher-order thinking ( 4 ).…”

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

“…This not only contributed to enriching the academic experience but also provided opportunities for enhancing the curriculum development process, fostering collaborative learning in a community setting [ 11 ]. Recent systematic reviews indicate that active learning increases satisfaction and knowledge acquisition and generally outperforms traditional lecture-based approaches when assessed by both direct and indirect outcome measures [ 12 ]. In teaching psychology to undergraduate students using active learning methods, it has been observed that active learning is an effective tool for improving higher-level thinking and knowledge [ 13 ].…”