Active learning in undergraduate classroom dental education- a scoping review.
<h4>Introduction</h4>Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research...
Saved in:
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2023-01-01
|
| Series: | PLoS ONE |
| Online Access: | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0293206&type=printable |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832540119495606272 |
|---|---|
| author | Arnaldo Perez Jacqueline Green Mohammad Moharrami Silvia Gianoni-Capenakas Maryam Kebbe Seema Ganatra Geoff Ball Nazlee Sharmin |
| author_facet | Arnaldo Perez Jacqueline Green Mohammad Moharrami Silvia Gianoni-Capenakas Maryam Kebbe Seema Ganatra Geoff Ball Nazlee Sharmin |
| author_sort | Arnaldo Perez |
| collection | DOAJ |
| description | <h4>Introduction</h4>Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education.<h4>Methods</h4>The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data.<h4>Results</h4>In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures.<h4>Conclusion</h4>Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education. |
| format | Article |
| id | doaj-art-7d35ee7ac8e340eda8512964c1d42cd1 |
| institution | Kabale University |
| issn | 1932-6203 |
| language | English |
| publishDate | 2023-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj-art-7d35ee7ac8e340eda8512964c1d42cd12025-02-05T05:32:35ZengPublic Library of Science (PLoS)PLoS ONE1932-62032023-01-011810e029320610.1371/journal.pone.0293206Active learning in undergraduate classroom dental education- a scoping review.Arnaldo PerezJacqueline GreenMohammad MoharramiSilvia Gianoni-CapenakasMaryam KebbeSeema GanatraGeoff BallNazlee Sharmin<h4>Introduction</h4>Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education.<h4>Methods</h4>The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data.<h4>Results</h4>In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures.<h4>Conclusion</h4>Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0293206&type=printable |
| spellingShingle | Arnaldo Perez Jacqueline Green Mohammad Moharrami Silvia Gianoni-Capenakas Maryam Kebbe Seema Ganatra Geoff Ball Nazlee Sharmin Active learning in undergraduate classroom dental education- a scoping review. PLoS ONE |
| title | Active learning in undergraduate classroom dental education- a scoping review. |
| title_full | Active learning in undergraduate classroom dental education- a scoping review. |
| title_fullStr | Active learning in undergraduate classroom dental education- a scoping review. |
| title_full_unstemmed | Active learning in undergraduate classroom dental education- a scoping review. |
| title_short | Active learning in undergraduate classroom dental education- a scoping review. |
| title_sort | active learning in undergraduate classroom dental education a scoping review |
| url | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0293206&type=printable |
| work_keys_str_mv | AT arnaldoperez activelearninginundergraduateclassroomdentaleducationascopingreview AT jacquelinegreen activelearninginundergraduateclassroomdentaleducationascopingreview AT mohammadmoharrami activelearninginundergraduateclassroomdentaleducationascopingreview AT silviagianonicapenakas activelearninginundergraduateclassroomdentaleducationascopingreview AT maryamkebbe activelearninginundergraduateclassroomdentaleducationascopingreview AT seemaganatra activelearninginundergraduateclassroomdentaleducationascopingreview AT geoffball activelearninginundergraduateclassroomdentaleducationascopingreview AT nazleesharmin activelearninginundergraduateclassroomdentaleducationascopingreview |