Browsing by Subject "Dental education"
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Khan, Sadika (South African Dental Association (SADA), 2009)[more][less]
Abstract: This article focuses on educational research conducted at the newly merged UWC faculty of dentistry. The research emphasises the change in teaching methods employed to address the concerns experienced in teaching the new large classes as observed in the prosthetic techniques module. These educational interventions were conducted over 5 years and the study design included the principles of action research. Students were assisted in learning the theory of the practical procedures and the subsequent completion of these procedures with the accurate application of the theoretical concepts. Changes in the teaching methods enhanced students learning and successful translation of the theory into practical work. The active learning exercises incorporated into the teaching further motivated and assisted students with deep learning. The debates indicated that students know and accept the value of the module as part of their training. URI: http://hdl.handle.net/10566/224 Files in this item: 1
KhanActionResearch2009.pdf (354.1Kb) -
McMillan, Wendy (American Association of Dental Schools, 2009)[more][less]
Abstract: There is increasing awareness in the health sciences of the potential of qualitative research to address questions that quantitative research cannot satisfactorily answer. While a growing number of studies in health sciences and health sciences education discuss the value of such research or describe the methodology and data collection processes, few detail how analysis was carried out. Reliability and validity of findings from qualitative research depend on the quality of data management, retrieval, and interpretation or identification of meaning. The robustness of data analysis is therefore an important factor in the rigor of qualitative research. This article uses a study of dental students’ conceptual learning to illustrate strategies that ensure rigor in qualitative analysis. Factors that informed the decisions regarding analysis are discussed in detail. The use of both grounded theory and literature is discussed. The role that deductive and inductive reasoning played in the analysis is outlined. A brief section illustrates the kinds of conclusions that can be made about conceptual learning when qualitative data are rigorously analyzed. Finally, potential shortcomings in the study and alternatives or additional mechanisms for ensuring validity and reliability of analysis are discussed. URI: http://hdl.handle.net/10566/86 Files in this item: 1
McMillan_Qualitative2009.pdf (131.5Kb)
Now showing items 1-2 of 2