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An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education
BACKGROUND: At our dental education, the examination failure rate amongst students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem‐base...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8597100/ https://www.ncbi.nlm.nih.gov/pubmed/33314476 http://dx.doi.org/10.1111/eje.12642 |
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author | Lundegren, Nina Jönsson, Anders Lindberg, Pia |
author_facet | Lundegren, Nina Jönsson, Anders Lindberg, Pia |
author_sort | Lundegren, Nina |
collection | PubMed |
description | BACKGROUND: At our dental education, the examination failure rate amongst students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem‐based learning (PBL) methodology. AIM: To describe the background to, and the transition process from, pure PBL to case‐based teaching and learning (CBT) with flipped classroom seminars at the dental programme at [anonymised for peer review]. METHODS: In this position paper, we describe our observed problems with the PBL methodology, as implemented at this faculty, and the potential benefits of a change towards CBT. The current implementation of CBT is presented, along with educational research supporting the choice of activities. RESULTS: Tentative findings are that the flipped classroom seminars and the clearer instructions appear to be successful with higher levels of activity, engagement and attendance amongst the students, and the students have evaluated the seminars as very good learning activities. CONCLUSION: Tentative findings suggest that the current implementation of CBT may be a fruitful way of teaching in dental education today. Most of the teaching staff have been reawakened to teaching, and as a result, the content of the courses are being reviewed and improved. The students appreciate that what is expected of them has been made clearer and that there is a variety of learning activities. |
format | Online Article Text |
id | pubmed-8597100 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-85971002021-11-22 An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education Lundegren, Nina Jönsson, Anders Lindberg, Pia Eur J Dent Educ Original Articles BACKGROUND: At our dental education, the examination failure rate amongst students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem‐based learning (PBL) methodology. AIM: To describe the background to, and the transition process from, pure PBL to case‐based teaching and learning (CBT) with flipped classroom seminars at the dental programme at [anonymised for peer review]. METHODS: In this position paper, we describe our observed problems with the PBL methodology, as implemented at this faculty, and the potential benefits of a change towards CBT. The current implementation of CBT is presented, along with educational research supporting the choice of activities. RESULTS: Tentative findings are that the flipped classroom seminars and the clearer instructions appear to be successful with higher levels of activity, engagement and attendance amongst the students, and the students have evaluated the seminars as very good learning activities. CONCLUSION: Tentative findings suggest that the current implementation of CBT may be a fruitful way of teaching in dental education today. Most of the teaching staff have been reawakened to teaching, and as a result, the content of the courses are being reviewed and improved. The students appreciate that what is expected of them has been made clearer and that there is a variety of learning activities. John Wiley and Sons Inc. 2020-12-28 2021-11 /pmc/articles/PMC8597100/ /pubmed/33314476 http://dx.doi.org/10.1111/eje.12642 Text en © 2020 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Original Articles Lundegren, Nina Jönsson, Anders Lindberg, Pia An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title | An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title_full | An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title_fullStr | An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title_full_unstemmed | An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title_short | An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
title_sort | upgrade of the malmö model by implementing case‐based teaching and learning, in an undergraduate dental education |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8597100/ https://www.ncbi.nlm.nih.gov/pubmed/33314476 http://dx.doi.org/10.1111/eje.12642 |
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