New teaching strategies in dentistry: an experience in a Brazilian dental school
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista da ABENO (Online) |
Texto Completo: | https://revabeno.emnuvens.com.br/revabeno/article/view/1526 |
Resumo: | The need for new teaching-learning strategies stems from the great change society is going through. The so-called digital natives are part of a generation that lives in a hyperactive rhythm making it increasingly difficult to adapt to traditional classrooms. In Dentistry Courses, new strategies and pedagogical tools have been used, such as active learning methodologies. In this context, the Discipline of Histology of the Dentistry Course has been proposing the use of some innovative pedagogical strategies. This work will present the experience with team-based learning (TBL), which articulates individual (iRAT) and group activities (gRAT), stimulates the application of concepts and can articulate with other methodologies such as flipped classroom, case study and problematization. This study also analysed students' performance in iRAT and gRAT with the application of TBL and discussed the results achieved. It was conducted by analysing the scores of 240 first-year students of the Histology course in 2016, 2017 and 2018. Student scores, individually and in groups, were statistically analysed by the paired student t-test. Comparisons were made between the iRAT and gRAT activities about gender and the full-time and night classes by the one-way ANOVA and Kruskal-Wallis test. All students obtained higher group scores when compared to individual test results (p <0.001). There was no significant difference between sexes and study period. Group performance exceeds individual performance. From this, it can be inferred that TBL can be a good strategy to use in dentistry, as an interaction between students leads to higher performance and problem-solving capacity. |
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New teaching strategies in dentistry: an experience in a Brazilian dental schoolTeachingDentistryHistologyDiffusion of InnovationThe need for new teaching-learning strategies stems from the great change society is going through. The so-called digital natives are part of a generation that lives in a hyperactive rhythm making it increasingly difficult to adapt to traditional classrooms. In Dentistry Courses, new strategies and pedagogical tools have been used, such as active learning methodologies. In this context, the Discipline of Histology of the Dentistry Course has been proposing the use of some innovative pedagogical strategies. This work will present the experience with team-based learning (TBL), which articulates individual (iRAT) and group activities (gRAT), stimulates the application of concepts and can articulate with other methodologies such as flipped classroom, case study and problematization. This study also analysed students' performance in iRAT and gRAT with the application of TBL and discussed the results achieved. It was conducted by analysing the scores of 240 first-year students of the Histology course in 2016, 2017 and 2018. Student scores, individually and in groups, were statistically analysed by the paired student t-test. Comparisons were made between the iRAT and gRAT activities about gender and the full-time and night classes by the one-way ANOVA and Kruskal-Wallis test. All students obtained higher group scores when compared to individual test results (p <0.001). There was no significant difference between sexes and study period. Group performance exceeds individual performance. From this, it can be inferred that TBL can be a good strategy to use in dentistry, as an interaction between students leads to higher performance and problem-solving capacity.Associação Brasileira de Ensino Odontológico2022-02-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revabeno.emnuvens.com.br/revabeno/article/view/152610.30979/revabeno.v22i2.1526Revista da ABENO; Vol. 22 No. 2 (2022); 1526Revista da ABENO; Vol. 22 Núm. 2 (2022); 1526Revista da ABENO; v. 22 n. 2 (2022); 15262595-02741679-5954reponame:Revista da ABENO (Online)instname:Associação Brasileira de Ensino Odontológico (ABENO)instacron:ABENOenghttps://revabeno.emnuvens.com.br/revabeno/article/view/1526/1145Copyright (c) 2022 Revista da ABENOhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMiranda, Keila CristinaAbreu, Marcela Freitas Fernandes deBardini, Vivian Silveira dos SantosTango, Rubens NisieVasconcellos, Luana Marotta ReisSalgado, Miguel Angel CastilloSpalding, Marianne2022-12-21T02:13:25Zoai:ojs.revabeno.emnuvens.com.br:article/1526Revistahttps://revabeno.emnuvens.com.br/revabeno/indexONGhttps://revabeno.emnuvens.com.br/revabeno/oairevabeno@gmail.com2595-02741679-5954opendoar:2023-01-13T09:48:29.270395Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO)false |
dc.title.none.fl_str_mv |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
title |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
spellingShingle |
New teaching strategies in dentistry: an experience in a Brazilian dental school Miranda, Keila Cristina Teaching Dentistry Histology Diffusion of Innovation |
title_short |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
title_full |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
title_fullStr |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
title_full_unstemmed |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
title_sort |
New teaching strategies in dentistry: an experience in a Brazilian dental school |
author |
Miranda, Keila Cristina |
author_facet |
Miranda, Keila Cristina Abreu, Marcela Freitas Fernandes de Bardini, Vivian Silveira dos Santos Tango, Rubens Nisie Vasconcellos, Luana Marotta Reis Salgado, Miguel Angel Castillo Spalding, Marianne |
author_role |
author |
author2 |
Abreu, Marcela Freitas Fernandes de Bardini, Vivian Silveira dos Santos Tango, Rubens Nisie Vasconcellos, Luana Marotta Reis Salgado, Miguel Angel Castillo Spalding, Marianne |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Miranda, Keila Cristina Abreu, Marcela Freitas Fernandes de Bardini, Vivian Silveira dos Santos Tango, Rubens Nisie Vasconcellos, Luana Marotta Reis Salgado, Miguel Angel Castillo Spalding, Marianne |
dc.subject.por.fl_str_mv |
Teaching Dentistry Histology Diffusion of Innovation |
topic |
Teaching Dentistry Histology Diffusion of Innovation |
description |
The need for new teaching-learning strategies stems from the great change society is going through. The so-called digital natives are part of a generation that lives in a hyperactive rhythm making it increasingly difficult to adapt to traditional classrooms. In Dentistry Courses, new strategies and pedagogical tools have been used, such as active learning methodologies. In this context, the Discipline of Histology of the Dentistry Course has been proposing the use of some innovative pedagogical strategies. This work will present the experience with team-based learning (TBL), which articulates individual (iRAT) and group activities (gRAT), stimulates the application of concepts and can articulate with other methodologies such as flipped classroom, case study and problematization. This study also analysed students' performance in iRAT and gRAT with the application of TBL and discussed the results achieved. It was conducted by analysing the scores of 240 first-year students of the Histology course in 2016, 2017 and 2018. Student scores, individually and in groups, were statistically analysed by the paired student t-test. Comparisons were made between the iRAT and gRAT activities about gender and the full-time and night classes by the one-way ANOVA and Kruskal-Wallis test. All students obtained higher group scores when compared to individual test results (p <0.001). There was no significant difference between sexes and study period. Group performance exceeds individual performance. From this, it can be inferred that TBL can be a good strategy to use in dentistry, as an interaction between students leads to higher performance and problem-solving capacity. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/1526 10.30979/revabeno.v22i2.1526 |
url |
https://revabeno.emnuvens.com.br/revabeno/article/view/1526 |
identifier_str_mv |
10.30979/revabeno.v22i2.1526 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/1526/1145 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista da ABENO http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista da ABENO http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
dc.source.none.fl_str_mv |
Revista da ABENO; Vol. 22 No. 2 (2022); 1526 Revista da ABENO; Vol. 22 Núm. 2 (2022); 1526 Revista da ABENO; v. 22 n. 2 (2022); 1526 2595-0274 1679-5954 reponame:Revista da ABENO (Online) instname:Associação Brasileira de Ensino Odontológico (ABENO) instacron:ABENO |
instname_str |
Associação Brasileira de Ensino Odontológico (ABENO) |
instacron_str |
ABENO |
institution |
ABENO |
reponame_str |
Revista da ABENO (Online) |
collection |
Revista da ABENO (Online) |
repository.name.fl_str_mv |
Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO) |
repository.mail.fl_str_mv |
revabeno@gmail.com |
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1797051149685096448 |