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Meschi M, Shirahmadi S, Amiri M, Ebrahimi-Siaghi N. Debating: effective and satisfactory learning method in dentistry. BMC MEDICAL EDUCATION 2024; 24:307. [PMID: 38504217 PMCID: PMC10953255 DOI: 10.1186/s12909-024-05286-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2023] [Accepted: 03/11/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND Education in the modern world of health needs diverse methods of learning and teaching. The traditional education model has limited capacity for developing abilities such as critical thinking, problem-solving, and reasoning skills. Therefore, improving the quality of teaching-learning processes requires implementing educational innovations in the classroom and evaluating them. This study aimed to determine the impact of the debate teaching method on improving the abilities of general dentistry doctoral students. METHODS The research was a semi-experimental study with pre-tests and post-tests to measure the knowledge and abilities of students. The study included 60 dental students who completed the fall 2022 session of the Community Oral Health (COH) 2 practical course. This course, one of three practical components within the Community Oral Health curriculum, aligns with the educational framework of general dentistry. Challenging topics on which there is no consensus in dentistry were chosen for the debate. The descriptive statistics indicators include an independent t-test and variance analysis test with a significance level of 5%. Were used to analyze the data. RESULTS The results of the study showed that the average total knowledge (P < 0.001), 'perception of critical thinking skills (P < 0.001), expression power (P < 0.001), reasoning skills (P = 0.003), interpretation and Information analysis power (P < 0.001), the ability to find and use scientific databases (P < 0.001) and the ability to analyze and evaluate evidence (P < 0.001) increased significantly after intervention in students. 95% of students agreed/strongly agreed that this method enhances their ability to answer people's questions. From an instructor's point of view, students had 93.1% of the ability to reason and analyze information after intervention and 88.5% of the ability to think critically. CONCLUSION The results of the study showed that the use of debate in the classroom is an effective way to present content. The process of evaluating data-driven arguments promotes higher-level cognitive skills and teaches students about the knowledge base and the use of scientific databases. TRIAL REGISTRATION Registration date: 21/11/2022, Registration number: IRCT20141128020129N3.
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Affiliation(s)
- Marjaneh Meschi
- Department of Community Oral Health, School of Dentistry and Dental Research Centers, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Samane Shirahmadi
- Department of Community Oral Health, School of Dentistry and Dental Research Centers, Hamadan University of Medical Sciences, Hamadan, Iran.
| | - Mahrokh Amiri
- Department of Community Oral Health, School of Dentistry, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Nikki Ebrahimi-Siaghi
- Student of Biology, Faculty of Science, University of British Columbia, Vancouver, BC, Canada
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Obaid NA. Evaluating the Group Debate Activity as a Student-Centered Approach in Microbiology Course for PharmD Students: An Observational Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:585-592. [PMID: 35668722 PMCID: PMC9166299 DOI: 10.2147/amep.s355950] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Accepted: 05/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Group debate is an educational strategy meant to equip undergraduate students with enhanced communication skills as well as the understanding of complex topics. Many controversial topics in the microbiological field pose challenges to the pharmacist's ability to attribute a specific opinion to its supported clinical evidence and to discuss these topics with confidence. METHODS A total of 76 second-year pharmacy students who enrolled in a PharmD program participated in the group debate as part of the student assessment in microbiology course. The students prepared selected topics on controversial issues in microbiology, which were presented as a debate. Post-debate questionnaire was distributed to the students and used to measure student perceptions. RESULTS The majority of the students (82.89%) demonstrated an improvement in their understanding of the topics after the debate. The highest percentage was recorded from one topic group (97.37%) which stated that they had improved understanding after the debate. About a third of the total students reported great improvement in their communication skills. CONCLUSION This debate group clearly provided the students with high confidence in presenting their arguments from relevant scientific information gathered from existing literature. It also enhanced their understanding of complex and controversial microbiology topics that will be needed during their pharmacy education.
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Affiliation(s)
- Najla A Obaid
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
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Yuste S, Zarandona J, Arrue M, Gravina L. Exploring the effect of two different teaching strategies on first-year nursing students' understanding of nutritional concepts: A mixed-method approach. Nurse Educ Pract 2021; 56:103193. [PMID: 34536788 DOI: 10.1016/j.nepr.2021.103193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 07/07/2021] [Accepted: 08/31/2021] [Indexed: 10/20/2022]
Abstract
AIM The aim of the study was twofold. First, to explore understanding difficulties in nutritional concepts among nursing students and second, to analyse the effect of two teaching strategies on the level of understanding. BACKGROUND Previous studies have pointed out the need to improve the nutritional care education offered to undergraduates in health sciences. As nurses play a crucial role in lifestyle counselling and nutrition assessment, it is essential to identify the learning difficulties that can impair their learning capacity and the more effective teaching strategy in the nutrition area during the nursing degree. DESIGN A pretest-posttest study was conducted with a mixed-method conversion design. METHODS 146 first-year-nursing students were included. Two teaching methods, debate-based learning and lecture-based learning were used for instruction on the effect of macronutrient intake on an individual's state of health. Each group completed two open-ended questions before and after the intervention. Firstly, phenomenographic analysis was performed to identify the learning categories representing variations in students' understanding. Secondly, qualitative data were quantised and statistically analysed to address differences in learning improvement. RESULTS More than 40% of students struggled with the idea that proteins are associated with weight gain independently of the teaching strategy applied. In the first evaluation question, the debate-based learning teaching method improved students' learning, achieving higher levels of understanding (p < 0.05). In the second evaluation question, no significant differences were found between the two groups. CONCLUSIONS Areas of problematic knowledge in nutrition education have been identified for the first time that will allow nurse educators to design research-based teaching strategies. Further studies are necessary not only on how to address these misconceptions in nursing students, but also to investigate how nurse educators can contribute to deeper levels of student learning.
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Affiliation(s)
- Sergio Yuste
- Basque Nurse Education Research Group, Osakidetza Basque Health Service, School of Nursing, University of the Basque Country (UPV/EHU), C/ Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain; Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain.
| | - Jagoba Zarandona
- Basque Nurse Education Research Group, Osakidetza Basque Health Service, School of Nursing, University of the Basque Country (UPV/EHU), C/ Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain; Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain.
| | - Marta Arrue
- Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Basque Nurse Education Research Group, Department of Nursing II, Faculty of Medicine and Nursing, University of the Basque Country (UPV/EHU), Paseo Begiristain, 105, 20014 Donostia-San Sebastian, Spain.
| | - Leyre Gravina
- Basque Nurse Education Research Group, Department of Nursing I, Faculty of Medicine and Nursing, University of the Basque Country (UPV/EHU), Bº Sarriena s/n, 48940 Leioa, Spain; Biocruces Bizkaia Health Research Institute, Cruces Plaza, 48903 Barakaldo, Spain.
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Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide. Eur J Investig Health Psychol Educ 2021; 11:933-952. [PMID: 34563082 PMCID: PMC8544228 DOI: 10.3390/ejihpe11030069] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 08/12/2021] [Accepted: 08/17/2021] [Indexed: 12/02/2022] Open
Abstract
In today’s society where there is an abundance of accessible, complex, and often false information, critical thinking (CT) is an essential skill so that citizens in general and students in particular can make complex decisions based on scientific evidence, rather than on prejudices, biases, and pre-established beliefs. In this context, the purpose of this study is to discover whether Active Learning (AL) methodology, using different technologies, contributes to improving the CT of the student body, applying it to the Digital Gender Divide (DGD). Three questionnaires were used to collect information, using both a quantitative and a qualitative approach. Open-ended questions are included for fuller answers, which are complemented by content analysis of the recordings and virtual presentations made. The results show that the AL methodology favours the development of CT in the DGD in a remarkable way. Likewise, the various technologies implemented in the methodology (e.g., the Google Applications Site, online round table discussions, role-plays, virtual presentations, and forms) are relevant to improving CT in DGD. It concludes by recommending the implementation of AL with CT as in the one carried out, to help prepare better professionals and raise awareness of how to reduce the DGD.
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Missouridou E, Zartaloudi A, Dafogianni C, Koutelekos J, Dousis E, Vlachou E, Evagelou E. Locked versus open ward environments and restrictive measures in acute psychiatry in Greece: Nursing students' attitudes and experiences. Perspect Psychiatr Care 2021; 57:1365-1375. [PMID: 33258139 DOI: 10.1111/ppc.12699] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Revised: 11/09/2020] [Accepted: 11/14/2020] [Indexed: 11/25/2022] Open
Abstract
PURPOSE To examine student nurses' attitudes and experiences of door policies and restrictive measures in acute psychiatric care. METHODS A mixed-method study with 274 third-year students. RESULTS Participants' attitudes towards door locking and other containment measures appeared to be more a matter of custom, practice and tradition at particular units. The therapeutic benefits of open doors was the central organizing element in open units experiences while locked doors appeared to be "invisible" when the locked unit was perceived as a caring environment. PRACTICAL IMPLICATIONS Exploring student nurses' attitudes towards crucial and debatable aspects of mental health practice contributes in cultivating a critical and analytical attitude towards the service they provide necessary for supporting a recovery mental health model and building a strong professional identity.
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Affiliation(s)
- Evdokia Missouridou
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - Afroditi Zartaloudi
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - Chrisoula Dafogianni
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - John Koutelekos
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - Evangelos Dousis
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - Eugenia Vlachou
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
| | - Eleni Evagelou
- Department of Nursing, Faculty of Health and Caring Professions, University of West Attica, Athens, Greece
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Cariñanos-Ayala S, Arrue M, Zarandona J, Labaka A. The use of structured debate as a teaching strategy among undergraduate nursing students: A systematic review. NURSE EDUCATION TODAY 2021; 98:104766. [PMID: 33508636 DOI: 10.1016/j.nedt.2021.104766] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Revised: 12/16/2020] [Accepted: 01/06/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Nurse educators are required to prepare graduates for the increasing complexities of the practice environment. Debate is an active teaching strategy long recognised in many disciplines to promote student-centred learning by enhancing the development of communication skills, collaboration, and critical thinking, all of which are essential skill for future nurses. OBJECTIVES The aim of this study was to compare in-class university structured debate implementation methods among undergraduate nursing students, and to identify the effect of such debate methods in the students' learning. DESIGN A systematic review of the literature. DATA SOURCES Publications in English identified in multiple databases (PubMed, CINAHL, Web of Science, Medline and ERIC) from the launch of the database until 26th November 2019. REVIEW METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the review. Studies that investigated the use of in-class debate among undergraduate nursing students as a pedagogical tool were eligible. Information related to the study design, debate process characteristics, evaluation method of the teaching strategy and results were collected. RESULTS We identified 14 relevant studies describing structured implementation of debate, 11 of which were instructional design and 3 quasi-experimental studies. Heterogeneity was found across the papers regarding topics, timing schedules, group formation and positioning. Most of the studies evaluated implementation using satisfaction questionnaires or subjective observations. Three quasi-experimental studies reported that implementation of debating improved declarative capacity, argumentative capacity, idealistic moral judgment, and realistic moral judgment. CONCLUSIONS Current studies do not provide enough evidence to understand the scope of structured debating as an instrument to develop personal competences needed in nursing. However, based on the evidence reviewed, we have identified elements to establish a debate-based learning format that might enhance student's learning and future studies.
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Affiliation(s)
- Susana Cariñanos-Ayala
- Vitoria-Gasteiz Nursing School, Osakidetza-Basque National Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Basque Country, Spain; Bioaraba Health Research Institute, Basque Country, Spain.
| | - Marta Arrue
- Faculty of Medicine and Nursing, Department of Nursing, University of the Basque Country (UPV/EHU), Spain.
| | - Jagoba Zarandona
- Vitoria-Gasteiz Nursing School, Osakidetza-Basque National Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Basque Country, Spain; Bioaraba Health Research Institute, Basque Country, Spain.
| | - Ainitze Labaka
- Faculty of Medicine and Nursing, Department of Nursing, University of the Basque Country (UPV/EHU), Spain.
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Researching Nursing Students’ Attitudes toward Mental Health Practice: Cultural Adaptation and Validation of the Greek Version of the Acceptability of Locking the Door Questionnaire in Acute Psychiatric Care. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2021; 1337:107-115. [DOI: 10.1007/978-3-030-78771-4_13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Rodger D, Stewart-Lord A. Students' perceptions of debating as a learning strategy: A qualitative study. Nurse Educ Pract 2019; 42:102681. [PMID: 31805450 DOI: 10.1016/j.nepr.2019.102681] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Revised: 11/08/2019] [Accepted: 11/22/2019] [Indexed: 10/25/2022]
Abstract
Debate has been shown to develop critical thinking skills, enhance communication, and encourage teamwork in a range of different disciplines, including nursing. The objective of this study was to explore students' perceptions of the educational value of debate. A semi-structured focus group was conducted with 13 undergraduate Operating Department Practice students following a debate on the opt-out system of organ donation. Transcripts were analysed thematically, identifying three main themes that described the students' perceptions of the debate. These were: (1) openness to diverse viewpoints; (2) developing non-technical skills, and (3) encouraging deep learning. The analysis showed participants perceived debate to be a valuable educational method that enhanced their learning. Engaging in debate encouraged students to critically reflect on their prior beliefs about organ donation-in some cases leading them to reconsider their original position. The findings from this study suggest that debate can be a valuable pedagogical tool to incorporate into healthcare education. Future research should consider the use of debate to develop non-technical skills that have utility in healthcare.
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Affiliation(s)
- Daniel Rodger
- Allied Health Sciences, School of Health and Social Care, London South Bank University, 103 Borough Road, London, SE1 0AA, UK.
| | - Adéle Stewart-Lord
- Allied Health Sciences, School of Health and Social Care, London South Bank University, 103 Borough Road, London, SE1 0AA, UK
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