Event Title
Student participation in question generation
Location
HPD South Atrium
Format
Poster
Start Date
16-1-2010 11:30 AM
End Date
16-1-2010 12:30 PM
Abstract
INTRODUCTION: When students were involved in making decisions as to what questions were to be generated, it allowed them to understand the subject matter better. It was an active, self learning process as opposed to attending lectures only.
PURPOSE: To evaluate the attitude, knowledge and performance of Postgraduate Dental students (DDS, DMD) attending the Advanced Head and Neck Anatomy Course.
METHODOLOGY: Students (n=43) from 5 specialties in Dentistry and those attending the Advanced H and N anatomy course were given 250 Anatomy questions similar to those asked in the Dental Boards. Each student was given 6 questions to study, find answers and generate similar questions and exchange the questions and answers among themselves. Of the 43, 38 responded by submitting 228 questions. In the examination, they were given 10 questions generated by them, 20 from the old board type questions and 20 new generated by Faculty.
RESULTS: The grades of these students were 16% better than the previous year’s results, 2008 versus 2009. They felt they learned more by their involvement.
CONCLUSIONS: This method was found useful for those who already have a basic knowledge of anatomy. The authors intend to use this method in the future. One of the spinoffs was we were able to expand the number of questions we had in the Question-bank for use in the future.
Student participation in question generation
HPD South Atrium
INTRODUCTION: When students were involved in making decisions as to what questions were to be generated, it allowed them to understand the subject matter better. It was an active, self learning process as opposed to attending lectures only.
PURPOSE: To evaluate the attitude, knowledge and performance of Postgraduate Dental students (DDS, DMD) attending the Advanced Head and Neck Anatomy Course.
METHODOLOGY: Students (n=43) from 5 specialties in Dentistry and those attending the Advanced H and N anatomy course were given 250 Anatomy questions similar to those asked in the Dental Boards. Each student was given 6 questions to study, find answers and generate similar questions and exchange the questions and answers among themselves. Of the 43, 38 responded by submitting 228 questions. In the examination, they were given 10 questions generated by them, 20 from the old board type questions and 20 new generated by Faculty.
RESULTS: The grades of these students were 16% better than the previous year’s results, 2008 versus 2009. They felt they learned more by their involvement.
CONCLUSIONS: This method was found useful for those who already have a basic knowledge of anatomy. The authors intend to use this method in the future. One of the spinoffs was we were able to expand the number of questions we had in the Question-bank for use in the future.
