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Student evaluation of clickers in a dental pathology course.

Llena C, Forner L, Cueva R - J Clin Exp Dent (2015)

Bottom Line: In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating.In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear.Only in this latter aspect were significant differences found between the teachers and students (p=0.001).

View Article: PubMed Central - PubMed

Affiliation: MD, DDS, PhD, Department of Stomatology. Universitat de València, C/ Gascó Oliag, 1. 46010 Valencia, Spain.

ABSTRACT

Background: The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker.

Material and methods: Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups.

Results: The domain "perception and expectation" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001).

Conclusions: Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.

No MeSH data available.


Example of a question test.
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Figure 1: Example of a question test.

Mentions: Students filled the complete test at the start of the seminar. We performed an immediate checking of the number of right answers for each question, on an anonymous basis. Students and teacher discussed the different answering options for each question in a participative manner, as well as other images, similar to those presented in the test, shown by the teacher. We repeated the same group of questions to be answered with the clicker system, so the students could check the evolution of their group in terms of the number or right answers, on an anonymous basis. We analyzed questions correctly answered by less than 70% of the participants upon repeating the test again. Lastly, we performed an evaluative examination, comprising 15 questions similar to those dealt with during the seminar, using the clicker system. We used this exam to assess learning of the seminar. Figure 1 shows some examples of the questions in the tests.


Student evaluation of clickers in a dental pathology course.

Llena C, Forner L, Cueva R - J Clin Exp Dent (2015)

Example of a question test.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4554235&req=5

Figure 1: Example of a question test.
Mentions: Students filled the complete test at the start of the seminar. We performed an immediate checking of the number of right answers for each question, on an anonymous basis. Students and teacher discussed the different answering options for each question in a participative manner, as well as other images, similar to those presented in the test, shown by the teacher. We repeated the same group of questions to be answered with the clicker system, so the students could check the evolution of their group in terms of the number or right answers, on an anonymous basis. We analyzed questions correctly answered by less than 70% of the participants upon repeating the test again. Lastly, we performed an evaluative examination, comprising 15 questions similar to those dealt with during the seminar, using the clicker system. We used this exam to assess learning of the seminar. Figure 1 shows some examples of the questions in the tests.

Bottom Line: In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating.In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear.Only in this latter aspect were significant differences found between the teachers and students (p=0.001).

View Article: PubMed Central - PubMed

Affiliation: MD, DDS, PhD, Department of Stomatology. Universitat de València, C/ Gascó Oliag, 1. 46010 Valencia, Spain.

ABSTRACT

Background: The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker.

Material and methods: Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups.

Results: The domain "perception and expectation" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001).

Conclusions: Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.

No MeSH data available.