Method 300: a complementary teaching methodology in Dentistry
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1007/s10266-021-00669-2 http://hdl.handle.net/11449/229808 |
Resumo: | This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching–learning resource in Dentistry, to be used as a complementary methodology to lectures. |
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Repositório Institucional da UNESP |
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Method 300: a complementary teaching methodology in DentistryAcademic performanceDentistryEducational test performanceTeaching methodsThis study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching–learning resource in Dentistry, to be used as a complementary methodology to lectures.Department of Dentistry School of Dentistry University Center São Lucas, RODepartment of Preventive and Restorative Dentistry School of Dentistry São Paulo State University (Unesp), José Bonifácio, 1193, Vila Mendonça, SPDepartment of Clinical Dentistry Dental School University of Uberaba, MGSchool of Dentistry Dental Assistance Center for Disabled Persons (CAOE) São Paulo State University (Unesp), SPDepartment of Preventive and Restorative Dentistry School of Dentistry São Paulo State University (Unesp), José Bonifácio, 1193, Vila Mendonça, SPSchool of Dentistry Dental Assistance Center for Disabled Persons (CAOE) São Paulo State University (Unesp), SPUniversity Center São LucasUniversidade Estadual Paulista (UNESP)University of UberabaRodrigues, Gladiston Willian Lobo [UNESP]de Souza Gomide Guimarães, Maria Rosa FelixGuimarães, GustavRosa, Flávia GabrielaSamuel, Renata OliveiraCantiga-Silva, Cristiane [UNESP]de Barros Morais Cardoso, Carolina [UNESP]Cintra, Luciano Tavares Angelo [UNESP]2022-04-29T08:36:05Z2022-04-29T08:36:05Z2022-04-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article410-416http://dx.doi.org/10.1007/s10266-021-00669-2Odontology, v. 110, n. 2, p. 410-416, 2022.1618-12551618-1247http://hdl.handle.net/11449/22980810.1007/s10266-021-00669-22-s2.0-85118203621Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengOdontologyinfo:eu-repo/semantics/openAccess2024-04-10T14:46:00Zoai:repositorio.unesp.br:11449/229808Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:35:54.613421Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Method 300: a complementary teaching methodology in Dentistry |
title |
Method 300: a complementary teaching methodology in Dentistry |
spellingShingle |
Method 300: a complementary teaching methodology in Dentistry Rodrigues, Gladiston Willian Lobo [UNESP] Academic performance Dentistry Educational test performance Teaching methods |
title_short |
Method 300: a complementary teaching methodology in Dentistry |
title_full |
Method 300: a complementary teaching methodology in Dentistry |
title_fullStr |
Method 300: a complementary teaching methodology in Dentistry |
title_full_unstemmed |
Method 300: a complementary teaching methodology in Dentistry |
title_sort |
Method 300: a complementary teaching methodology in Dentistry |
author |
Rodrigues, Gladiston Willian Lobo [UNESP] |
author_facet |
Rodrigues, Gladiston Willian Lobo [UNESP] de Souza Gomide Guimarães, Maria Rosa Felix Guimarães, Gustav Rosa, Flávia Gabriela Samuel, Renata Oliveira Cantiga-Silva, Cristiane [UNESP] de Barros Morais Cardoso, Carolina [UNESP] Cintra, Luciano Tavares Angelo [UNESP] |
author_role |
author |
author2 |
de Souza Gomide Guimarães, Maria Rosa Felix Guimarães, Gustav Rosa, Flávia Gabriela Samuel, Renata Oliveira Cantiga-Silva, Cristiane [UNESP] de Barros Morais Cardoso, Carolina [UNESP] Cintra, Luciano Tavares Angelo [UNESP] |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
University Center São Lucas Universidade Estadual Paulista (UNESP) University of Uberaba |
dc.contributor.author.fl_str_mv |
Rodrigues, Gladiston Willian Lobo [UNESP] de Souza Gomide Guimarães, Maria Rosa Felix Guimarães, Gustav Rosa, Flávia Gabriela Samuel, Renata Oliveira Cantiga-Silva, Cristiane [UNESP] de Barros Morais Cardoso, Carolina [UNESP] Cintra, Luciano Tavares Angelo [UNESP] |
dc.subject.por.fl_str_mv |
Academic performance Dentistry Educational test performance Teaching methods |
topic |
Academic performance Dentistry Educational test performance Teaching methods |
description |
This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching–learning resource in Dentistry, to be used as a complementary methodology to lectures. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-29T08:36:05Z 2022-04-29T08:36:05Z 2022-04-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1007/s10266-021-00669-2 Odontology, v. 110, n. 2, p. 410-416, 2022. 1618-1255 1618-1247 http://hdl.handle.net/11449/229808 10.1007/s10266-021-00669-2 2-s2.0-85118203621 |
url |
http://dx.doi.org/10.1007/s10266-021-00669-2 http://hdl.handle.net/11449/229808 |
identifier_str_mv |
Odontology, v. 110, n. 2, p. 410-416, 2022. 1618-1255 1618-1247 10.1007/s10266-021-00669-2 2-s2.0-85118203621 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Odontology |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
410-416 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128833054834688 |