高雄醫學大學圖書館 |

Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II // Rebecca N Flaugher.
Author:	Flaugher, Rebecca N.,
Description:	1 electronic resource (35 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-10.
基督教聖經之智慧書導讀 :	Objectives: This study aimed to investigate if providing supplemental learning materials aligned to students' learning modes is equally beneficial among all modes both subjectively and objectively.Methods: IRB approval was obtained (Approval #HR-3746). Second-year dental students (n=92) enrolled in Preclinical Endodontics took Kolb Experiential Learning Profile (KELP) questionnaire to determine their learning mode: Abstract Conceptualization (AC), Active Experimentation (AE), Reflective Observation (RO), or Concrete Experience (CE). Students were assigned into groups corresponding to their learning mode. Students performed non-surgical root canal treatment (NSRCT) on a #9 typodont tooth and were graded to determine baseline performance (Project 1). Students were then given their learning mode and provided aligned supplemental material. Next, students performed NSRCT on a second #9 typodont tooth (Project 2) and were graded. Students completed a satisfaction survey at the completion of Project 2. Grades from the two projects were evaluated to determine if the provided supplemental material objectively improved student performance, while responses from the survey were quantified to determine subjective perception.Results: The distribution of learning modes was 41% AE, 37% RO 11% AC, and 11% CE. While mean score improvements were observed in the AE, RO, and AC groups, they did not reach statistical significance with no notable differences between groups (P > 0.05). Subjectively, 78.3% of students agreed that the materials enhanced their educational experience, 75.0% affirmed they increased their understanding of concepts, and 68.9% reported greater success as result. These perceptions were uniform across all learning modes. Age and gender had no significant influence on objective or subjective outcomes.Conclusion: Providing supplemental learning material aligned with students' learning modes improved subjective perception for all modes without significant impact on objective performance. Incorporating learning-style-based education may improve student satisfaction in a preclinical dental school setting.
Contained By:	Masters Abstracts International85-10.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31147007
ISBN:	9798382201238

Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II /
Flaugher, Rebecca N.,

Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II /Rebecca N Flaugher. - 1 electronic resource (35 pages)

Source: Masters Abstracts International, Volume: 85-10.

Objectives: This study aimed to investigate if providing supplemental learning materials aligned to students' learning modes is equally beneficial among all modes both subjectively and objectively.Methods: IRB approval was obtained (Approval #HR-3746). Second-year dental students (n=92) enrolled in Preclinical Endodontics took Kolb Experiential Learning Profile (KELP) questionnaire to determine their learning mode: Abstract Conceptualization (AC), Active Experimentation (AE), Reflective Observation (RO), or Concrete Experience (CE). Students were assigned into groups corresponding to their learning mode. Students performed non-surgical root canal treatment (NSRCT) on a #9 typodont tooth and were graded to determine baseline performance (Project 1). Students were then given their learning mode and provided aligned supplemental material. Next, students performed NSRCT on a second #9 typodont tooth (Project 2) and were graded. Students completed a satisfaction survey at the completion of Project 2. Grades from the two projects were evaluated to determine if the provided supplemental material objectively improved student performance, while responses from the survey were quantified to determine subjective perception.Results: The distribution of learning modes was 41% AE, 37% RO 11% AC, and 11% CE. While mean score improvements were observed in the AE, RO, and AC groups, they did not reach statistical significance with no notable differences between groups (P > 0.05). Subjectively, 78.3% of students agreed that the materials enhanced their educational experience, 75.0% affirmed they increased their understanding of concepts, and 68.9% reported greater success as result. These perceptions were uniform across all learning modes. Age and gender had no significant influence on objective or subjective outcomes.Conclusion: Providing supplemental learning material aligned with students' learning modes improved subjective perception for all modes without significant impact on objective performance. Incorporating learning-style-based education may improve student satisfaction in a preclinical dental school setting.

English

ISBN: 9798382201238Subjects--Topical Terms:

221143
Education.
Subjects--Index Terms:

Learning materials

Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II /
LDR:03608nam a22004213i 4500 001 391424
005 20251124054755.5
006 m o d
007 cr|nu||||||||
008 251208s2024 miu||||||m |||||||eng d
020 $a 9798382201238
035 $a (MiAaPQD)AAI31147007
035 $a AAI31147007
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Flaugher, Rebecca N., $e author. $3 523887
245 1 0 $a Impact of Learning-Style-Based Education on Student Performance and Perception in Preclinical Endodontics: Part II / $c Rebecca N Flaugher.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (35 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 85-10.
500 $a Advisors: Ibrahim, Mohamed Committee members: Sidow, Stephanie; Gaffney, Joseph; Hashimoto, Lance.
502 $b M.S. $c Marquette University $d 2024.
520 $a Objectives: This study aimed to investigate if providing supplemental learning materials aligned to students' learning modes is equally beneficial among all modes both subjectively and objectively.Methods: IRB approval was obtained (Approval #HR-3746). Second-year dental students (n=92) enrolled in Preclinical Endodontics took Kolb Experiential Learning Profile (KELP) questionnaire to determine their learning mode: Abstract Conceptualization (AC), Active Experimentation (AE), Reflective Observation (RO), or Concrete Experience (CE). Students were assigned into groups corresponding to their learning mode. Students performed non-surgical root canal treatment (NSRCT) on a #9 typodont tooth and were graded to determine baseline performance (Project 1). Students were then given their learning mode and provided aligned supplemental material. Next, students performed NSRCT on a second #9 typodont tooth (Project 2) and were graded. Students completed a satisfaction survey at the completion of Project 2. Grades from the two projects were evaluated to determine if the provided supplemental material objectively improved student performance, while responses from the survey were quantified to determine subjective perception.Results: The distribution of learning modes was 41% AE, 37% RO 11% AC, and 11% CE. While mean score improvements were observed in the AE, RO, and AC groups, they did not reach statistical significance with no notable differences between groups (P > 0.05). Subjectively, 78.3% of students agreed that the materials enhanced their educational experience, 75.0% affirmed they increased their understanding of concepts, and 68.9% reported greater success as result. These perceptions were uniform across all learning modes. Age and gender had no significant influence on objective or subjective outcomes.Conclusion: Providing supplemental learning material aligned with students' learning modes improved subjective perception for all modes without significant impact on objective performance. Incorporating learning-style-based education may improve student satisfaction in a preclinical dental school setting.
546 $a English
590 $a School code: 0116
650 4 $2 96060 $a Education. $3 221143
650 4 $2 96060 $a Educational technology. $3 248692
650 4 $2 96060 $a Dentistry. $3 184886
653 $a Learning materials
653 $a Active Experimentation
653 $a Concrete Experience
653 $a Dental school
690 $a 0567
690 $a 0515
690 $a 0710
710 2 $a Marquette University. $b Dentistry. $e degree granting institution. $3 523888
720 1 $a Ibrahim, Mohamed $e degree supervisor.
773 0 $t Masters Abstracts International $g 85-10.
790 $a 0116
791 $a M.S.
792 $a 2024
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31147007