The Open Dentistry Journal


ISSN: 1874-2106 ― Volume 11, 2017
RESEARCH ARTICLE

Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles



Esam Omar*
Maxillofacial Surgery, Department of Oral and Maxillofacial Surgery, College of Dentistry, Taibah University, Madinah, Saudi Arabia

Abstract

Purpose:

Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students’ extraction knowledge and skills development are important.

Problem Statement and Objectives:

To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the effectiveness of active learning in the teaching of preclinical oral surgery was examined. The personality type of the groups involved in this study was determined, and the possible effect of personality type on learning style was investigated.

Method:

This study was undertaken over five years from 2011 to 2015. The sample consisted of 115 students and eight staff members. Questionnaires were submitted by 68 students and all eight staff members involved. Three measures were used in the study: The Index of Learning Styles (Felder and Soloman, 1991), the Myers-Briggs Type Indicator (MBTI), and the styles of learning typology (Grasha and Hruska-Riechmann).

Results and Discussion:

Findings indicated that demonstration and minimal clinical exposure give students personal validation. Frequent feedback on their work is strongly indicated to build the cognitive, psychomotor, and interpersonal skills needed from preclinical oral surgery courses.

Conclusion:

Small group cooperative active learning in the form of demonstration and minimal clinical exposure that gives frequent feedback and students’ personal validation on their work is strongly indicated to build the skills needed for preclinical oral surgery courses.

Keywords: Educational methodology of oral surgery, Preclinical course, Learning style, Teaching methods.


Article Information


Identifiers and Pagination:

Year: 2017
Volume: 11
First Page: 109
Last Page: 119
Publisher Id: TODENTJ-11-109
DOI: 10.2174/1874210601711010109

Article History:

Received Date: 31/8/2016
Revision Received Date: 24/12/2016
Acceptance Date: 11/1/2017
Electronic publication date: 28/02/2017
Collection year: 2017

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© 2017 Esam Omar

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.


* Address correspondence to this author at the Maxillofacial Surgery, Department of Oral and Maxillofacial Surgery, College of Dentistry, Taibah University, P.O.Box 41265 Madinah 40919, Saudi Arabia; Tel: 0966569536708; E-mails: esamomar@hotmail.com, eomar@taibahu.edu.sa


Endorsements



"My experience with Bentham Open was a valuable one because the quality of the services and analysis of my paper contributed in improving what we intended to convey to the readers."


José Ricardo Kina
Department of Surgery and Integrated Clinic,
Araçatuba School of Dentistry, São Paulo State University
Brazil

"The Publication Manager was very cooperative and replied my mails and guided me without any delays; however the reviewing process was too long."


Mahtab Memarpour
Prevention of Oral and Dental Disease Research Center,
Department of Pediatric Dentistry, School of Dentistry,
Shiraz University of Medical Sciences, Shiraz,
Iran


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