Which mode of learning do dental students prefer? A cross-sectional study in Chennai, Tamil Nadu

Safika, Kazi; Sivashankari, R; Ganesh, R

doi:10.4103/0976-433x.195628

Cited by 2 publications

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“…Another study has reported that different dominant preference distributions were found between dental students and the sample population, particularly on visual and kinesthetics 15 . Dentistry, unlike other professions, requires a high level of preclinical and clinical exposures that necessitates broad usage of cognitive, affective and psychomotor learning domains, which requires a multi‐modal type of learning 17‐19 …”

Section: Discussionmentioning

confidence: 99%

“…15 Dentistry, unlike other professions, requires a high level of preclinical and clinical exposures that necessitates broad usage of cognitive, affective and psychomotor learning domains, which requires a multi-modal type of learning. [17][18][19] Therefore, the blended learning should be designed F I G U R E 2 E-learning materials and online video demonstration of the complete crown to cater for differences in learning styles and preferences between dental students by utilizing texts, images, graphics, animations and videos as their online teaching materials, together with the face-toface practical projects to improve their learning especially for those who fell into the multi-modal category. The finding of this present study indicated that the participants' preclinical skills were at par for both groups.…”

Section: Student Learning Preferences and Baseline Skillsmentioning

confidence: 99%

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Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross‐sectional study

Ghani

Hamid

Lim

2021

Eur J Dental Education

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Introduction: Blended learning utilizes technology with reduced face-to-face time and promotes a student-centred learning environment that excites the learning process. However, studies on blended learning in fixed prosthodontics is still lacking.This study aimed to compare students' performance in easy and difficult level of fixed prosthodontic preclinical projects given by either blended learning or conventional teaching. Methods:A cross-sectional study was conducted on 72 s-year dental students, who attended preclinical fixed prosthodontic training. Participants were randomly segregated into conventional teaching (n = 36) and blended learning (n = 36). All participants were evaluated for learning preferences using Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and performed a project as their baseline skill assessment. They performed another two preclinical projects (easy and difficult level) after the allocated teaching approach. Learning preferences were analysed using Fisher's exact test and performance in preclinical projects were analysed with an independent t test (significant at p < .05). Results:The highest prevalence of learning preferences was the quad-modal preferences (50.7%), which were visual, auditory, reading/writing and kinesthetic. There were no significant differences in baseline skills and learning preferences (p > .05) between groups. No significant differences found between both teaching approaches for easy (p = .319) and difficult projects (p = .339). In the blended learning group, no significant difference was found in both difficulty level of projects (p = .064). Conclusion:The participants performed equally on both teaching approaches. However, blended learning for preclinical fixed prosthodontics is anticipated as the new norm of learning, especially in the current pandemic with reduced face-to-face time.

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Section: Discussionmentioning

confidence: 99%

Section: Student Learning Preferences and Baseline Skillsmentioning

confidence: 99%

Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross‐sectional study

Ghani

Hamid

Lim

2021

Eur J Dental Education

View full text Add to dashboard Cite

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Preferred Learning Mode of Education and Dental Students: A Cross Sectional Study

Sachdev¹,

Garg²,

Singh³

2019

Dental

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Objective: Every student has different learning style to acquire new information. This study was performed to evaluate the learning style likings of undergraduate dental students. Material and Method: The VARK questionnaire was administered to 40 1st year and 80 Intern dental students to evaluate their liking mode of education. Completed questionnaires were scored and calculated to evaluate the distribution of VARK preferences with student t-test. Results: Among study participants 50% of 1st year students were more with quadmodal whereas 55% of Intern students preferred unimodal in which kinesthetic was main mode. Mean score for V and A mode was significantly more for 1st year students than Intern students. Conclusion: The dental students of the present study had shown varied learning preferences. The VARK questionnaire is a relatively easy and straightforward method to disclose the education method preferences for any student or a category of students. Dental education providers should adapt their education conveyance procedure to estimate the new teaching preferences for the students. Dental students should be motivated to modify a multimodal method of learning to improve their academic skills.

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Which mode of learning do dental students prefer? A cross-sectional study in Chennai, Tamil Nadu

Cited by 2 publications

References 0 publications

Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross‐sectional study

Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross‐sectional study

Preferred Learning Mode of Education and Dental Students: A Cross Sectional Study

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