| Texto completo | |
| Autor(es): |
de Oliveira-Santos, Christiano
[1]
;
Tirapelli, Camila
[2]
;
Rodrigues, Clarissa Teles
[3]
;
Domaneschi, Carina
[4]
;
Caldeira Monteiro, Solange Aparecida
[1]
Número total de Autores: 5
|
| Afiliação do(s) autor(es): | [1] Univ Sao Paulo, Dept Stomatol Publ Oral Hlth & Forens Dent, Ribeirao Preto Sch Dent, Ribeirao Preto - Brazil
[2] Univ Sao Paulo, Dept Dent Mat & Prosthet Dent, Ribeirao Preto Sch Dent, Ribeirao Preto - Brazil
[3] Univ Sao Paulo, Bauru Sch Dent, Dept Dent Endodont & Dent Mat, Bauru - Brazil
[4] Univ Sao Paulo, Dept Stomatol, Sch Dent, Sao Paulo - Brazil
Número total de Afiliações: 4
|
| Tipo de documento: | Artigo Científico |
| Fonte: | EUROPEAN JOURNAL OF DENTAL EDUCATION; v. 22, n. 1, p. E63-E69, FEB 2018. |
| Citações Web of Science: | 5 |
| Resumo | |
Objectives: To evaluate the impact of audience response systems (ARS) on student participation (SP) during Oral and Maxillofacial Radiology (OMR) undergraduate lectures and on final examination scores (FES). Furthermore, an analysis of unanimity assessed the influence of ARS on students' responses. Students' perceptions were also assessed. Methods: A controlled crossover study was designed. Four lectures covering topics of OMR were each taught with ARS and without ARS (i.e. hand-raising method). SP and FES were compared between ARS and HR groups. Unanimity of answers was analyzed for both groups. Questionnaires assessed students' impressions about ARS. Results: Mean SP of ARS and HR groups were 97.6% and 47.3%, respectively, and this difference was statistically significant (P < .05). Mean FES for the ARS group (77%) was slightly higher than HR group (75.1%), however, not statistically significant. There was positive correlation between SP and FES. With ARS, only 5.7% of the questions were unanimous, whilst 51.4% were unanimous with HR method. Most students reported that the use of ARS had positive influence on their attention (92%), participation (96%), classmates' participation (82.7%), interest (74.7%), and learning (86.7%). For the five-point scale ratings of the relevance of ARS features, anonymity had an average 3.6, whilst other items received an average 4.6 or higher. Conclusions: ARS significantly increased participation in OMR lectures; however, an increase in FES could not be associated with ARS by itself. Not taking into consideration which method was used to answer questions posed during lectures, higher participation correlated with higher scores. ARS is well-accepted and students believe that these devices positively influence their performance. Among the recognized advantages of ARS, anonymity was considered the least relevant. (AU) | |
| Processo FAPESP: | 12/01308-6 - Emprego de dispositivos de interatividade no ensino de radiologia odontológica |
| Beneficiário: | Christiano de Oliveira Santos |
| Modalidade de apoio: | Auxílio à Pesquisa - Regular |