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Timing of Case-Based Discussions and Educational Outcomes for Dental Students.
J Dent Educ
May 2018
Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago.
The aim of this study was to determine if the timing of a case-based discussion affected dental students' assessment scores. The study specifically investigated whether the timing of a 60-minute case-based discussion before or after a 90-minute lecture affected students' performance on a quiz on topics in pediatric dentistry. In addition, students' preferences for the timing of the case discussion and confidence in the material with different timings were assessed in a survey.
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