Students’ perceptions of seminar and lecture‐based teaching in restorative dentistry

Abstract

In an era of self-directed learning, it is important to seek the views of dental students regarding their learning experience. Using an anonymous questionnaire, clinical dental students' perceptions of seminar and lecture-based teaching in restorative dentistry were sought. 116 of 136 questionnaires circulated were returned for analysis giving a response rate of 85%. Clinical seminars as opposed to lectures were, in the opinion of the students, a more effective way of learning, more relevant to self-development and more interactive. Seminar-based learning was considered to be more amenable to self-direction than formal didactic lectures. It is concluded that the students included in this study were found to prefer seminar-based learning opportunities as opposed to more traditional styles of learning, specifically, didactic lectures.

Teaching methodologies in pharmacology: A survey of students′ perceptions and experiences

“…[4][5][6][7] There is a need to develop certain strategies to make them interesting. Study by Brunton et al [8] in restorative dentistry had shown the popularity of clinical seminars among students. This should be adopted in pharmacology where seminars pertaining to treatment planning of certain diseases can be organized.…”

The academic environment: the students’ perspective

“…They are increasingly familiar with modern means of information exchange and communication from a young age. Other research evidence indicates that clinical seminars and active group discussions are generally preferred by students compared with traditional didactic lectures (38). It should be noted, however, that a traditional lecture may have other benefits that more modern approaches cannot match.…”

Studentische Rezeption zum problemorientierten Lernen im Vergleich mit konventionellen Lernmethoden im zahnmedizinischen kieferorthopädischen Curriculum – Eine Pilotstudie

“…The results of different investigations of medical studies show that the success of the PBL concept largely depends on the motivation and cooperation of the respective student [26-30]. One major advantage of the PBL concept is undoubtedly small group learning [41], [42], because this form of learning enables students perform better in seminars and to identify themselves with the subject matter, which often significantly increases student motivation [19], [43], [44], [45]. …”