published_or_final_version / Dentistry / Master / Master of Dental Surgery

Thesis (M.D.S.)--University of Hong Kong, 1990. / Includes bibliographical references (p. 188-207).

Thesis (DR. P.H.)--University of Michigan.

Thesis (DR. P.H.)--University of Michigan.

Thesis supervisor: Steven M. Lily. Includes bibliographic references (p. 235-243).

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a “flipped” instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students’ perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

Thesis (Ed. D.)--West Virginia University, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 1996. / Includes bibliographical references.

Call number: LD2668 .T4 1979 P53 / Master of Science

A avaliação do processo ensino-aprendizagem constitui uma etapa importante da prática docente que visa interpretar os conhecimentos, habilidades e atitudes dos alunos e proporcionar melhorias nos objetivos educacionais. Com intuito de acompanhar o desempenho de estudantes da Faculdade de Odontologia de Bauru da Universidade de São Paulo na área de Prótese Dentária, a conicidade dos preparos para coroas totais realizados por alunos do segundo ano da graduação: grupo 1 (G1), terceiro ano da graduação: grupo 2 (G2) e pós-graduação: grupo 3 (G3) foi mensurada. Foram avaliados 174 preparos, sendo 112 dentes artificiais preparados por G1, 30 troquéis de dentes preparados por G2 e 32 troquéis de dentes preparados por G3. A conicidade mesio-distal (MD) e vestibulo-lingual (VL) de cada preparo foi medida com auxílio do microscópio digital Dino Capture AM 313T. As médias de conicidade total no sentido mesio-distal (MD) foram, no G1: 11,13° para dentes anteriores e 14,21° para dentes posteriores, G2: 20,47° para dentes anteriores e 21,34° para dentes posteriores e G3: 8,75° para dentes anteriores e 12,54° para dentes posteriores. No sentido vestíbulo-lingual (VL) as médias de conicidade total dos preparos realizados foram no G1: 24,08° para dentes anteriores e 13,8° para dentes posteriores, G2: 25,5° para dentes anteriores e de 21,14° posteriores para dentes posteriores e G3: 16,28° para dentes anteriores e 14,13° para dentes posteriores. Maiores valores de conicidade foram encontrados em preparos realizados pelos alunos do terceiro ano da graduação (22,11°), quando comparados com os ângulos encontrados pelos alunos do segundo ano da graduação (15,80°) e pós-graduação (12,92°). Os resultados oferecem dados à comunidade odontológica internacional para estudos comparativos e possibilitam traçar considerações sobre a transmissão de conhecimento em relação à conicidade de preparos. / The evaluation of teaching-learning process constitutes an important step in teaching practice that seeks to interpret the knowledge, skills and attitudes of students and provide improvements in educational goals. For tracking the students performances from the Dentistry School in Bauru, from the University of São Paulo, in Prosthodontics, the taper for the full crowns preparations made by students of the second year of graduation (G1), the third year of graduation (G2) and postgraduate students (G3) was measured. 174 preparations were assessed, being 112 artificial teeth prepared by G1, 30 stone dies of teeth prepared by G2 and 32 stone dies of teeth prepared by G3. The mesiodistal and faciolingual taper from each preparation was measured with the aid of digital microscope Dino Capture AM 313T. The average total taper towards mesiodistal was G1:11.13° for anterior teeth and 14.21° for posterior teeth, G2: 20.47° for anterior teeth and 21.34 ° for posterior teeth and G3: 8.75° for anterior teeth and 12.54° for posterior teeth. In faciolingual view, the taper averages were for G1: 24.08° for anterior teeth and 13.8° for posterior teeth, G2: 25.5° for anterior teeth and 21.14° for posterior teeth and G3: 16.28° for anterior teeth and 14.13° for posterior teeth. Larger taper values were found in preparations made by the students of the third year of graduation (22.11°), when compared to the angles found by students of the second year (15.80°) and postgraduate students (12.92°). The results provide data for the International Dental community for comparative studies and enable trace considerations about the transmission of knowledge in relation to taper preparations.