Students’ engagement with their group in a problem‐based learning curriculum

Introduction: In a new enquiry‐based learning dental curriculum, problem‐based learning (PBL) was chosen as a central methodology because it promotes a collaborative and constructive approach to learning. However, inevitably, some groups function worse than others. This study explores the relationship between group functionality and individuals’ results on knowledge‐based assessment. It also sought to establish whether using the Belbin team role theory could improve group functionality. Methods: Students completed the Belbin team role inventory that assigns individuals to a team role type and were allocated to either an ideal Belbin group or a control group. To evaluate the functionality of the groups, Macgowan’s group engagement measure was completed after 18 and 31 weeks for each student by their group facilitator. The scores were summed and averaged giving a group engagement score for each group. Relationships between group engagement, individual performance in assessment in weeks 18 and 31 and Belbin and non‐Belbin teams were investigated. Results: Individual group engagement scores and performance in the knowledge tests had a statistically significant positive relationship despite the small number of students involved (62). However, no correlation was shown between Belbin groups and group engagement scores. Conclusions: Those students who engaged most with the PBL process performed markedly better in assessments of knowledge. Using Belbin’s team role theory to place students in PBL groups in an effort to increase group functionality had no effect when compared with non‐Belbin control groups.     

Students’ perception of a problem‐based learning scenario in dental nurse education

Background: In July 2008, The General Dental Council implemented mandatory registration for Dental Nurses in the United Kingdom, recognising them as legally responsible for patient care. As dentistry comes to terms with the impact registration has on dental nurses, sustained advances in the teaching of students in other healthcare disciplines demonstrate the way in which the role of pedagogy in dental nurse education has been underdeveloped. In an attempt to see dental nursing stand in line with other progressive healthcare professionals, the authors have implemented Problem‐Based Learning (PBL) into a dental nurse program in NHS Education for Scotland, Glasgow. Aim: The aim of the research is to assess the perceptions of dental nurse students with regard to participation in active learning. Materials and Methods: The study is facilitated by a short PBL package which offers introductory exposure to this method of learning. A qualitative approach has been taken to gather experiential data using a questionnaire. Thematic analysis took place to reveal emergent themes. Results: Analysis reveals that the participants found PBL to be an enjoyable experience that could be valuable in the acquisition of deep knowledge and improved patient care. The participants raised concerns with regard to confidence in their own knowledge acquisition in PBL sessions and highlighted a need for improved feedback. Discussion and conclusion: While the participants enjoyed the self directed nature of PBL, it is important to note that the need for facilitator guidance was considered imperative, especially where the students had little or no experience of PBL, as in this study.     

Dentists reflect on their problem‐based education and professional satisfaction

Aim: To determine the way in which Malmö University dental graduates perceive their problem‐based dental education and evaluate their professional satisfaction. Method: The first five cohorts (graduating in years 1995–1999) of the problem‐based curriculum were invited to participate. Of 166 graduates, 77% responded to a questionnaire comprising 20 questions on aspects of their dental education, professional situations and interest in postgraduate education. They were asked to rank their perception of their dental education and satisfaction with their professional situation on a visual analogue scale (VAS) with endpoints ranging from ‘Not at all’ (1) to ‘Very well’ (10). For other statements, the markings were made on a Likert scale from 1 (not important/not satisfied) to 5 (very important/very satisfied). There were also open‐ended questions. Results: Most respondents perceived their education to prepare them well for a career in dentistry (median score VAS 8), and 90% rated above six on a VAS for their professional satisfaction as dentists. Importance and satisfaction were highly correlated with principles of the curriculum: holistic view, oral health, lifelong learning, integration between theory and clinic, and clinical competence. Forty‐five per cent of the graduates noted the problem‐based learning approach as the most valuable asset of their education, and 19% cited training in oral surgery as a deficit. Of the respondents, 77% expressed interest in specialist training and 55% in research education. Conclusion: Problem‐based education was perceived to prepare graduates well for their profession, and their professional satisfaction was high.     

Long‐term follow‐up of the effects of a school‐based caries preventive programme involving fluoride mouth rinse and targeted fissure sealant: Evaluation at 20 years old

Aims : The evaluation of long‐term effects five years after the completion of a school‐based caries prevention programme combined with fluoride mouth rinse (FMR) and targeted sealant application (TS). Participants : 46 subjects in the FMR+TS group and 55 subjects in the FMR group, who were 20–21 years old, were analysed. They had participated in each 11‐year programme, underwent a dental examination at the age of 20 years and answered a self‐administered questionnaire. Methods : The caries prevalence and mean DMFT were calculated, and differences between the two groups were analysed by the X² test and Mann‐Whitney test, respectively. Logistic and multiple regression analyses were performed using sex, group, and five questionnaire items as independent variables. Results : The caries prevalence and mean DMFT (SD) was 28.3%, 1.56 (3.00) in the FMR+TS group and 60.0%, 2.20 (2.44) in the FMR group, and the difference was significant respectively. In the logistic regression analysis the odds ratio of the FMR+TS group to the FMR group was 0.28 (p < 0.05). Conclusions : The caries‐preventive effects of a school‐based combined programme with FMR and TS continued for more than five years after the programme until the age of 20 years.