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Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning - empirical evidence.
In: European Journal of Dental Education, Jg. 20 (2016-08-01), Heft 3, S. 180-188
Online
academicJournal
Zugriff:
Introduction This study provides empirical evidence of the development of integrated clinical reasoning in the discipline-based School of Dentistry, University of Pretoria, South Africa. Students were exposed to case-based learning in comprehensive patient care (CPC) in the preclinical year of study, scaffolded by means of the four-component instructional design model for complex learning. Methods Progress test scores of third- to fifth-year dental students, who received case-based teaching and learning in the third year (2009-2011), were compared to the scores of preceding fourth- and fifth-year cohorts. These fourth- and fifth-year cohorts received content-based teaching concurrently with their clinical training in CPC. The progress test consisted of a complex case study and 32 MCQs on tracer conditions. Students had to gather the necessary information and had to make diagnostic and treatment-planning decisions. Results Preclinical students who participated in the case-based teaching and learning achieved similar scores compared to final-year students who received lecture-based teaching and learning. Final-year students who participated in the case-based learning made three more correct clinical decisions per student, compared to those who received content-based teaching. Students struggled more with treatment-planning than with diagnostic decisions. Conclusion The scaffolded case-based learning appears to contribute to accurate clinical decisions when compared to lecture-based teaching. It is suggested that the development of integrated reasoning competencies starts as early as possible in a dental curriculum, perhaps even in the preclinical year of study. Treatment-planning should receive particular attention. [ABSTRACT FROM AUTHOR]
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Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning - empirical evidence.
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Autor/in / Beteiligte Person: | Postma, T. C. ; White, J. G. |
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Zeitschrift: | European Journal of Dental Education, Jg. 20 (2016-08-01), Heft 3, S. 180-188 |
Veröffentlichung: | 2016 |
Medientyp: | academicJournal |
ISSN: | 1396-5883 (print) |
DOI: | 10.1111/eje.12159 |
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