Innovative Pedagogical Strategies in Health Professions Education: Active Learning in Dental Materials Science.
Galvin Sim Siang LinWen Wu TanHung-Jia TanChia-Wee KhooKelvin Ian AfrashtehfarPublished in: International journal of environmental research and public health (2023)
Dental materials science education is frequently delivered via traditional didactic lectures in preclinical dental programs. This review aimed to appraise the current evidence on innovative pedagogical strategies in teaching dental materials science courses. English-language articles on teaching methods for dental materials science published between January 1990 to October 2022 were searched in nine online databases (Google Scholar, PubMed, Web of Science [WoS], Science Direct, Cochrane Library, EBSCO, LILACS, Open Grey, and EMBASE) according to PRISMA guidelines. The risk of bias (RoB) was assessed using the Cochrane RoB-2 and ROBIN-I tools, whereas the level of evidence was determined based on the OCEBM guidelines. Only 12 primary studies were included. Two randomized studies (RCTs) were deemed as being of "some concern", and one showed a high risk of bias (RoB). Three non-randomized controlled studies (NRS) demonstrated a moderate RoB, whereas the remaining seven were low. Most studies were ranked at Levels 2 and 3 of evidence. Several innovative pedagogical strategies were identified: flipped classrooms, clinical-based learning, computer-assisted learning, group discussion, microteaching with the BOPPPS (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) model, and game-based learning. The evidence suggested that students generally showed positive perceptions toward these pedagogical strategies. Dental educators should revise their current undergraduate dental materials science curricula and integrate more effective teaching methods.
Keyphrases
- public health
- oral health
- healthcare
- open label
- case control
- double blind
- mental health
- stem cells
- medical education
- primary care
- minimally invasive
- autism spectrum disorder
- clinical trial
- clinical practice
- systematic review
- risk assessment
- multiple sclerosis
- phase ii
- quality improvement
- machine learning
- white matter
- placebo controlled
- cell therapy
- mesenchymal stem cells
- deep learning
- nursing students