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One positive aspect of the information and technology age
is the capability of disseminating knowledge and enhancing technical
skills development using methods not previously available. However,
there are important questions that must be answered regarding the
use of technology. Will dental students' learning be enhanced?
What types of technology are most effective? What will be the initial
and long-term perceptions of dental students when they use these
technologies?
To gain insight into these questions, a new Implant Dentistry course,
RESD 854, was developed and implemented this past year for third-year
dental students. All information required to course expectations
was provided on a CD-ROM, given to students one month prior to the
beginning of the course. The CD contained written information, illustrations,
abstracts of scientific publications, and a self-assessment examination.
The students were asked to read the text and abstracts, look at
the illustrations, read the supporting abstracts, take the self-assessment
examination, and come to class prepared to take a quiz. They were
told there would be no formal lecture and the rest of the class
period would be devoted to analytic thinking processes whereby the
students were expected to ask questions about the subject. They
knew they would be called upon by faculty to pose a question to
the class, and were encouraged to develop questions that challenged
the concepts and principles advocated on the CD.
The typical class period involved students providing potential answers
to questions posed by a classmate. The faculty facilitated analytic
thinking on the part of the students rather than simply providing
answers. The usual class period produced 15 to 20 excellent questions
that challenged everyone's thought processes, including the
faculty's. We can have great confidence in the future of dentistry
for it is in the hands of individuals who are bright, articulate,
and very much interested in patient-centered care.
As one of the faculty in the course, I was inspired by listening
to the depth of thought and intellect expressed by the students
when they asked questions. I was likewise gratified to see the excellent
overall class performance on the challenging final examination.
It was interesting to note that none of the students were sleeping
during class or appeared to be disengaged. They were connected,
even in the large group of 90 students.
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The engagement could be related to several factors. They may have
been intently listening to their classmates' questions, or
been challenged to think deeper by the thought processes of others,
or been thinking about the possibility that they might be asked
a question. Whatever the reason, the mental engagement was most
apparent.
At the end of the course, students filled out course evaluations.
They indicated what they liked and did not like about this course.
The results are interesting if not intriguing.
About 40 percent of the class was positively affected by the new
methods and CD. They found the process stimulating and rewarding.
Forty percent of the class did not like the process and preferred
the traditional lecture format. The comments of some indicated it
was a negative experience. Ten percent of the class was neutral.
This pilot project provided a great opportunity to explore the pros
and cons of using digital information and an analytic thinking process.
Supporters and dissenters were present in about equal numbers. It
is interesting to ponder the following questions: Will it be a stimulating
experience for more students in the future? What percentage of dental
students will ultimately prefer this method of instruction? What
percentage of a student's instruction and what types of courses
are best suited for this method of instruction? Can we replace the
traditional method of transferring enthusiasm, personality, values,
teaching skills, and dynamic personality from classrooms lecturers
to students?
Without educational experiments such as this, dental education will
not advance. At the School of Dentistry, we remain committed to
continually pushing methods by which enhanced student learning can
occur in these fast-paced, information-driven times.
The Implant Dentistry course will be back next year, strengthened
by excellent student suggestions and with revisions to the electronic
technology. There is much more to be discovered about the educational
process.
Charles J. Goodacre, SD'71, MSD
Dean
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