MANIPAL UNIVERSITY PROSTHODONTICS THESIS TOPICS
Initially the data was coded; which included generating descriptive codes that summarized the quotes. We recommend early clinical exposure and active teaching learning methods for teaching learning of preclinical prosthodontics. Data Collection Student focus group discussion: Exploring the trustworthiness and reliability of focus groups for obtaining useful feedback for evaluation of academic programs. Attitude of medical and dental first year students towards teaching methods in a medical college of northern India.
Preclinical teaching does not facilitate application in real clinical settings. The second and third question probed the difficulties faced in understanding the subjects and the rest of the questions pertained to the ways of overcoming these difficulties. International Journal of Dental Clinics. It has also been reported that dental school graduates rank, ECE as an important factor which helps them in preparing for clinical practice [ 2 ]. Nikzad S et al. It is stated that most of the learning occurs outside the classroom, when information has been retrieved, revised, applied and mainly associated with other existing information or experiences [ 9 ]. Attitude of medical and dental first year students towards teaching methods in a medical college of northern India.
Manipal University Prosthodontics Thesis Topics
Nikzad S et al. Initially the data was coded; which included generating descriptive codes that summarized the quotes. The codes were then organized as code families. According to you, which topic can we consider for developing this module?
J Clin Diagn Res.
Manipal University Prosthodontics Thesis Topics
Early clinical exposure to preclinical students. Unable to understand the implications properly. The effectiveness of computer-aided, self-instructional programs in dental education: In case, we were to post you to clinics in first and second year itself, to observe how your seniors are handling the case, will that help in improving your knowledge of the procedural steps?
Preclinical prosthodontics is taught in the first and second year of dental education to promote the development of competency and expertise before dealing with patients [ 23 ]. Teaching is more theoretical: The results of our study are similar to those of Sukotjo C et al.
Anatomical landmarks could be demonstrated in patients, clinical procedures could be demonstrated in patients. Results A total of 20 students 12 females and 8 males and 11 staff members two females and nine males participated in the study.
The subthemes from which the themes emerged were: The presence of four researchers in the present study, with varying teaching experience and type of expertise, helped in better understanding of the research related issues from varying perspectives, thus helping in increasing the validity of the study. It could also help in improving the understanding of concepts which are otherwise to be only imagined.
Student perception about efficacy of preclinical fixed prosthodontic training to facilitate smooth transition to clinical context. Among them, three staff members had a teaching experience of more than nine years, three staff members had a protshodontics experience exceeding four years and remaining five staff members had a teaching experience of up to four years. Find articles by Banashree Sankeshwari.
This study reveals challenges faced by the faculty and the students in teaching and learning of preclinical prosthodontics and includes their recommendations for improvement. Early clinical exposure might be a critical step in paving the way for enhanced learning among the undergraduate dental students.
An average time planned for the focus groups was minutes, which would be modified if required. Henzi D et al.
A clinically oriented complete denture program for second-year dental students. The moderator motivated the participants to share their experiences and put across views freely and ensured the hhesis was not dominated by any particular member.
Find articles by S Jyotsna. The remaining questions addressed ways of overcoming these difficulties. The strength of the study exists in the conduction of a qualitative study using FGDs manipxl the important stakeholders like students and faculty.
The first question in the FGD for students probed the opinion of the students regarding the subjects. A comparison between videotaped and live demonstrations, for the teaching of removable partial denture procedures. The second and third question explored the faculty perception of difficulties faced by the students in understanding the subject.
According to Goset J and Espinoza P, students considered educational videos especially the demonstrative type as a useful tool being complementary to the role of the teacher [ 21 ]. Analysis and Findings The audio taped records were heard twice by the researchers to facilitate accurate interpretation of the recording and to ensure that minor details were not missed.
The investigators wanted to probe into the difficulties faced by the students and faculty in learning and teaching preclinical prosthodontics.