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Rooholamini A, Salajegheh M. Health profession education hackathons: a scoping review of current trends and best practices. BMC MEDICAL EDUCATION 2024; 24:554. [PMID: 38773526 PMCID: PMC11110329 DOI: 10.1186/s12909-024-05519-7] [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: 12/05/2023] [Accepted: 05/06/2024] [Indexed: 05/24/2024]
Abstract
BACKGROUND While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend. METHODS This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. RESULTS Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education. CONCLUSION Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.
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Affiliation(s)
- Azadeh Rooholamini
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Mahla Salajegheh
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
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Fine P, Leung A, Tonni I, Louca C. Dental Teacher Feedback and Student Learning: A Qualitative Study. Dent J (Basel) 2023; 11:164. [PMID: 37504230 PMCID: PMC10377767 DOI: 10.3390/dj11070164] [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: 05/05/2023] [Revised: 06/19/2023] [Accepted: 06/26/2023] [Indexed: 07/29/2023] Open
Abstract
INTRODUCTION Feedback is essential to improve student learning and motivation and to encourage curriculum development by teachers. This study looked at feedback to and from dental students from a qualitative perspective. METHODS Dental teachers were recruited exclusively to this study from the membership of the Association for Dental Education in Europe (ADEE). Delegates from each of the four annual ADEE conferences were invited to attend focus groups to discuss aspects of feedback. Focus groups established an individual theme for the respective conferences: (i) the role of the teacher in delivering feedback; (ii) feedback from the students' perspective; (iii) changes to feedback due to the COVID-19 pandemic; and (iv) integrating feedback with assessments. RESULTS Qualitative data collected from the conference delegates were diverse and thought provoking. Delegates reported different styles of feedback varying from individual, personal feedback to no feedback at all. An enforced and mostly positive adaptation to online delivery during the COVID-19 pandemic was reported. A partial return to pre-pandemic practices was described. CONCLUSIONS Feedback is well recognized by students and teachers as contributing to learning. A universal approach to delivering feedback as part of the student learning process can be challenging due to a multitude of variables. Many aspects of changes in dental education, teaching, and feedback practices adopted as a result of the COVID-19 pandemic have been retained post-pandemic, thereby accelerating the anticipated progression to online teaching.
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Affiliation(s)
- Peter Fine
- UCL Eastman Dental Institute, London WC1E 6ED, UK
| | - Albert Leung
- UCL Eastman Dental Institute, London WC1E 6ED, UK
| | - Ingrid Tonni
- Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, Dental School, University of Brescia, 25121 Brescia, Italy
| | - Chris Louca
- Dental Academy, University of Portsmouth, Portsmouth PO1 2QG, UK
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Gatt G, Attard NJ. Multimodal teaching methods for students in dentistry: a replacement for traditional teaching or a valuable addition? A three-year prospective cohort study. BMC MEDICAL EDUCATION 2023; 23:401. [PMID: 37268949 DOI: 10.1186/s12909-023-04377-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2023] [Accepted: 05/19/2023] [Indexed: 06/04/2023]
Abstract
BACKGROUND This student-centred prospective cohort study evaluated the impact of multimodal teaching methods on student performance in the theoretical domain of dental studies. METHODS Dental students answered anonymous questionnaires indicating their preferences and opinions three times over three consecutive academic years. Data collected included gender, course, year of study and most frequent and preferred learning modality. Survey responses from Google Forms were analysed with SPSS 20.0 software (IBM Company, Chicago, IL, USA). Scale responses were tested with the Mann-Whitney U test against gender, program and year of study. Grades obtained from structured examinations held in the third academic year were analysed using the Wilcoxon Signed Rank Test according to the teaching method employed. The level of statistical significance was set at p < 0.05. RESULTS The response rate was high (> 80%) throughout the study. Acceptance of online modalities increased over time (Kruskal-Wallis test, p < 0.001) and 75% of students requested that online teaching modalities be maintained. Significant differences in gender, program of study, year of study and discipline taught were observed (Mann-Whitney test, p < 0.05). Females differed from males by favouring online modalities and face-to-face lectures, respectively, and clinical year students opted to retain pre-recorded online lectures. Recorded lectures resulted better for teaching core knowledge (Wilcoxon Signed Rank Test, p = 0.034), while face-to-face lectures were better for teaching applied knowledge (Wilcoxon Signed Rank Test, p = 0.043). Student responses to open-ended questions identified the need for a blended approach with in-person lecturing as an opportunity to socialise and avoid mental health issues. Although preferences varied, students showed a willingness to influence their learning and changes in curriculum, a predilection for self-directed learning and the need for freedom in engaging with resources and content. CONCLUSIONS In the context of this study, online teaching modalities resulted in comparable examination performance and improved student satisfaction. This highlights the need for a blended approach to teaching.
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Affiliation(s)
- Gabriella Gatt
- Department of Child Dental Health and Orthodontics, Faculty of Dental Surgery, University of Malta, Msida, Malta.
| | - Nikolai J Attard
- Department of Oral Rehabilitation and Community Care, Faculty of Dental Surgery, University of Malta, Msida, Malta
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Coughlan J, Timuş D, Crnic T, Srdoč D, Halton C, Dragan IF. Impact of COVID-19 on dental education in Europe: The students' perspective. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:599-607. [PMID: 34882932 DOI: 10.1111/eje.12736] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 11/13/2021] [Accepted: 12/03/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION COVID-19 pandemic impacted dental students and postgraduate residents world-wide, forcing them to rapidly adapt to new forms of teaching and learning. Dental school leaderships needed to ensure the academic continuity, therefore the majority of the in-person actives were transitioned into a virtual setting. The aim of this study was to identify students' perception regarding the measures taken to adapt during the pandemic by different dental schools in the European Region. MATERIALS AND METHODS This cross-sectional study utilised a validated 37 questions survey. Ethical approval was obtained from the Trinity College Dublin, Ireland. Using this instrument, the perceptions of the European dental students regarding the impact of COVID-19 on their education and mental health were identified. The questions were divided into categories: standard demographic information; models of education during the COVID-19 pandemic (types of teaching, examination and other educational activities) and support received. The survey was administered through electronic online tools, and all responses remained confidential. The data were processed through quantitative and qualitative analysis. RESULTS A total of 879 student responses to the survey from 34 countries in the European Region were included in this study. When asked about the time spent on their education, 50% of the participants (n = 435) reported spending less time on their education and 30% (n = 265) reported spending more time. The types of teaching included showed a heterogeneous approach, varying from online simulations to problem solving for the didactic setting, or a hybrid model with group activities for the clinical setting. There were broad splits in satisfaction with the education delivered, with 44% (n = 382) being either satisfied or very satisfied and 31% (n = 279) being either unsatisfied or very unsatisfied. Students were most concerned with their clinical experience and skills. CONCLUSIONS The qualitative and quantitative data compiled in this cross-sectional study enable a direct comparison between different approaches to adapt dental education during the COVID-19 in the European Region. Future studies are recommended that will include compiling perceptions from the staff, faculty and administrators on the transition as well.
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Affiliation(s)
- James Coughlan
- Barts and The London School of Medicine and Dentistry, Queen Mary, University of London, London, UK
- European Dental Students' Association, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, The Netherlands
| | - Daniela Timuş
- European Dental Students' Association, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, The Netherlands
- Iuliu Hațieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Tin Crnic
- European Dental Students' Association, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, The Netherlands
- Independent Researcher, Mainz, Germany
| | - Dora Srdoč
- European Dental Students' Association, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, The Netherlands
- University of Zagreb School of Dental Medicine, Zagreb, Croatia
| | - Ciara Halton
- European Dental Students' Association, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, The Netherlands
- School of Dental Science, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - Irina F Dragan
- Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Soni V, Kotsane DF, Moeno S, Molepo J. Perceptions of students on a stand-alone dental materials course in a revised dental curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:117-123. [PMID: 32780895 DOI: 10.1111/eje.12582] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 07/06/2020] [Accepted: 07/19/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The Dental Materials (DM) course was introduced as a stand-alone course in 2013, at the University. Prior to that, DM was integrated into clinical courses. OBJECTIVE To determine the perceptions of the Bachelor of Dental Science (BDS2 to BDS5) students on a stand-alone DM course following curricular amendment. METHODS This was a cross-sectional study, in which a simple random sampling strategy was used, with forty-six students participating. The study was conducted in 2017. A self-administered, structured, validated questionnaire was used to collect data. The obtained data were summarised and analysed using descriptive and inferential statistics (one-way ANOVA). RESULTS The study was conducted on Bachelor of Dental Science (BDS2 to BDS5) students. A response rate of 49% from the administered questionnaires was achieved. The overall perception, total mean percentage score of 71.4% was obtained showing a generally positive view on the relevance of the course by students. A total mean percentage score of 74.1% showed the students' view that the DM course was well managed whilst a total mean score of 56.7% expressed the overall view on the reintegration of DM into clinical courses. CONCLUSION The students felt that DM was relevant and it could continue as a stand-alone course. They perceived that the course was run effectively and managed well, but they had conflicting views on reintegration of the course into clinical modules. Studies with larger sample sizes at other Dental Schools are recommended to determine similarity of results.
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Affiliation(s)
- Vishani Soni
- Department of General Dental Practice, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Daisy F Kotsane
- Department of General Dental Practice, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Sharon Moeno
- Department of Oral Biological Sciences, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Julitha Molepo
- Department of Oral Biological Sciences, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Revell AJ, Ayotte BJ. Novel Approaches to Teaching Aging and Disability: Active Learning Through Design and Exploration. Int J Aging Hum Dev 2020; 91:373-380. [PMID: 32207315 DOI: 10.1177/0091415020912944] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Active learning emphasizes student engagement and collaboration instead of more passive learning, which involves primarily listening to lectures in the classroom setting. The benefits of active learning are many with an emphasis on the expansion of higher-order processing and critical thinking skills. Active learning can be found in many best practice approaches in the Medicine, Science, Engineering, and Mathematics (MSTEM) fields. Hack-a-thon and hack events are examples of active learning. These are gaining popularity in research institutes, and specifically in engineering, computer science, business, and healthcare settings. Wikipedia defines hack-a-thon as the blending of the words "hack," referring to exploratory programming, and "marathon," referring to a timed event. This article describes a hack-a-thon approach for active learning in the classroom setting.
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Affiliation(s)
- Andrew J Revell
- 14709 Department of Psychology, University of Massachusetts Dartmouth, North Dartmouth, MA, USA.,The Ora M. DeJesus Gerontology Center, University of Massachusetts Dartmouth, North Dartmouth, MA, USA
| | - Brian J Ayotte
- 14709 Department of Psychology, University of Massachusetts Dartmouth, North Dartmouth, MA, USA.,The Ora M. DeJesus Gerontology Center, University of Massachusetts Dartmouth, North Dartmouth, MA, USA
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