Diverse and participative learning methodologies: a remedial teaching intervention for low marks dental students in Chile

Abstract:

The purpose of this educational intervention was to diagnose the learning style of a group of low marks (i.e., grades) dental students in Chile and improve their academic achievement by means of remedial teaching. The intervention group was composed of ten students in endodontics and eleven in pedodontics with low marks. These two groups were mutually exclusive. The Kolb test of learning styles was applied to the low mark students group and to the rest of the class (n=72). Diverse methodologies were applied to the low marks students, such as seminars, case‐based learning and problem‐based learning, directed study, plenary discussions and debate, integration and questions, and web‐based learning in an effort to cover all learning styles. Students’ perceptions of the educational intervention were assessed by means of a questionnaire. The learning styles of the low marks group were mainly divergent (52 …

Año de publicación:

2011

Keywords:

Fuente:

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