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首页> 外文期刊>Creative Education >Students’ Perceptions of an Outcome Based Peer Approach to Promote Self-Directed Learning in a Dental School Course in Biomaterials
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Students’ Perceptions of an Outcome Based Peer Approach to Promote Self-Directed Learning in a Dental School Course in Biomaterials

机译：学生对基于结果的结果的看法，促进生物材料牙科学校课程中的自我指导学习

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Background and Objective: The curricula of dental schools have evolved over the last two decades in an attempt to develop graduates that are critical thinkers that can solve problems related to the overall?competency basedmanagement of patients. Inherent to this process is the introduction of teaching and learning strategies that assist professional students in becom ing self-directed?learners early in their training. At the UWI-SOD?self-directedlearning influenced by peer interaction is used in part as a teaching/learning strategy in the delivery of a dental biomaterials course in the second year of study. This study aims to examine student perceptions of this strategy compared to?faculty driven?instruction. Methods: A 25-item survey, which was previously subjected to a face validity exercise was deployed to the Year 2 cohort after all assessments for the course were completed and final course grades published. Items explored perceptions related to the process of?peer assisted?learning, peer interaction during group learning, preferences between didactic lectures and?peer based?learning, preferences on other types of active learning strategies, and preparedness for this type of learning strategy. Items were scored on a 5-point Likert scale from 1-strongly disagree to 5-strongly agree. Overall mean scores for each item were calculated using SPSS (Version 24, IBM, Chicago). Responses were grouped as follows: scores of 1 - strongly disagree and 2 - disagree were grouped?together?to show disagreement, scores of 4 - agree and 5-strongly agree to show agreement. Results: There was a response rate of 92%. When the process was compared to PBL, 78% of surveyed students preferred this methodology as a learning strategy?and?60% preferred didactic lectures over this?peer based?learning strategy.?Sixty - five percent of students agreed that they?learnt?and assimilated knowledge from their peers during PAL. Only 29% of students preferred PAL over purely didactic lectures. Conclusion: While more than half of the surveyed students claimed they learned from their group peers during peer sessions , the vast majority of students preferred a?faculty driven?instruction method for the delivery of this course.
机译：背景和目标：牙科学校的课程在过去二十年中已经发展出来，试图开发毕业生，这是能够解决与整体相关的问题的关键思想家？基于患者的竞争力。这种过程固有的是引入教学和学习策略，以帮助专业学生在自我导向的？早期学习者在培训时。在UWI-SOD？受同伴互动影响的自我导向图案是作为在研究的第二年中交付牙科生物材料课程的教学/学习策略。本研究旨在与师父驱动的师语审查对该策略的学生看法。 方法：在课程的所有评估完成后，将部署到25项调查，该调查是部署到第2次队列，课程的所有评估完成并出版的最终课程成绩。项目探索了与过程相关的看法辅助？学习，对同伴在集团学习期间的互动，教学讲座与？同行的偏好？学习，关于其他类型的主动学习策略的偏好，以及这种类型的学习策略的准备。从1 - 强烈不同意5强度不同意的5分李克特量表上得分。使用SPSS（版本24，IBM，芝加哥）计算每个项目的总体平均分数。答复分为如下：1 - 强烈不同意和2 - 不同意分组？在一起？为了表明分歧，分数4 - 同意和5 - 强烈同意显示协议。 结果：响应率为92％。当该过程与PBL进行比较时，78％的受访学生们更喜欢这种方法作为学习策略？和？60％的首选教学讲座？同行的讲话？学习策略.?IXTY - 5％的学生一致认为他们？在PAL期间与同行中同化的知识。只有29％的学生更喜欢PAL纯粹的教学讲座。 结论：虽然超过一半的受访者声称他们在同伴会议期间从他们的团体同行中学到了，但绝大多数学生都喜欢一个？教师驱动的？提供本课程的指令方法。

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