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Impact of Learning-Style-Based Educa...

Flaugher, Rebecca N.,

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

Record Type:	Electronic resources : 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.
Contained By:	Masters Abstracts International85-10.
Subject:	Dentistry. -
Online resource:	https://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:

828971
Dentistry.
Subjects--Index Terms:

Learning materials

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