Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models

<!DOCTYPE html> <html lang="en" dir="ltr"> <head> <meta charset="utf-8"> <meta http-equiv="X-UA-Compatible" content="IE=edge"> <meta name="viewport" content="width=device-width, initial-scale=1"> <meta name="google-site-verification" content="5fPGCLllnWrvFxH9QWI0l1TadV7byeEvfPcyK2VkS_s"/> <meta name="google-site-verification" content="Rp5zp04IKW-s1IbpTOGB7Z6XY60oloZD5C3kTM-AiY4"/> <meta name="generator" content="InvenioRDM 13.0"/> <meta name="robots" content="noindex, nofollow"> <meta name="description" content="Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation." /> <meta name="citation_title" content="Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models" /> <meta name="citation_doi" content="10.5281/zenodo.1130937" /> <meta name="citation_keywords" content="Problem-Based learning" /> <meta name="citation_keywords" content="curriculum" /> <meta name="citation_keywords" content="dental education" /> <meta name="citation_keywords" content="3-D electronic models." /> <meta name="citation_abstract_html_url" content="https://zenodo.org/records/1130937" /> <meta property="og:title" content="Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models" /> <meta property="og:description" content="Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation." /> <meta property="og:url" content="https://zenodo.org/records/1130937" /> <meta property="og:site_name" content="Zenodo" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:site" content="@zenodo_org" /> <meta name="twitter:title" content="Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models" /> <meta name="twitter:description" content="Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation." /> <meta name="citation_pdf_url" content="https://zenodo.org/records/1130937/files/10007281.pdf"/> <link rel="alternate" type="application/pdf" href="https://zenodo.org/records/1130937/files/10007281.pdf"> <link rel="canonical" href="https://zenodo.org/records/1130937"> <title>Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models</title> <link rel="shortcut icon" type="image/x-icon" href="/static/favicon.ico"/> <link rel="apple-touch-icon" sizes="120x120" href="/static/apple-touch-icon-120.png"/> <link rel="apple-touch-icon" sizes="152x152" href="/static/apple-touch-icon-152.png"/> <link rel="apple-touch-icon" sizes="167x167" href="/static/apple-touch-icon-167.png"/> <link rel="apple-touch-icon" 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Technology </a>  </div> </div> </div> </div>    </section> <div class="ui container"> <div class="ui relaxed grid mt-5"> <div class="two column row top-padded"> <article class="sixteen wide tablet eleven wide computer column main-record-content"> <section id="record-info" aria-label="Publication date and version number"> <div class="ui grid middle aligned"> <div class="two column row"> <div class="left floated left aligned column"> <span class="ui" title="Publication date"> Published April 1, 2017 </span> <span class="label text-muted"> | Version 10007281</span> </div> <div class="right floated right aligned column"> <span role="note" class="ui label horizontal small neutral mb-5" aria-label="Resource type" > Journal article </span> <span role="note" class="ui label horizontal small access-status open mb-5" data-tooltip="The record and files are publicly accessible." data-inverted="" aria-label="Access status" > <i class="icon unlock" aria-hidden="true"></i> <span aria-label="The record and files are publicly accessible."> Open </span> </span> </div> </div> </div> </section> <div class="ui divider hidden"></div><section id="record-title-section" aria-label="Record title and creators"> <h1 id="record-title" class="wrap-overflowing-text">Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models</h1> <section id="creatibutors" aria-label="Creators and contributors"> <div class="ui grid"> <div class="row ui accordion affiliations"> <div class="sixteen wide mobile twelve wide tablet thirteen wide computer column"> <h3 class="sr-only">Creators</h3> <ul class="creatibutors"> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Hai+Ming+Wong%22" > <span class="creatibutor-name">Hai Ming Wong</span></a> </li> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Kuen+Wai+Ma%22" > <span class="creatibutor-name">Kuen Wai Ma</span></a> </li> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Lavender+Yu+Xin+Yang%22" > <span class="creatibutor-name">Lavender Yu Xin Yang</span></a> </li> <li class="creatibutor-wrap separated"> <a class="ui creatibutor-link" href="/search?q=metadata.creators.person_or_org.name%3A%22Yanqi+Yang%22" > <span class="creatibutor-name">Yanqi Yang</span></a> </li> </ul> </div> </div> </div> </section> </section> <section id="description" class="rel-mt-2 rich-input-content" aria-label="Record description"> <h2 id="description-heading" class="sr-only">Description</h2> <div style="word-wrap: break-word;"> <p><p>Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation.</p></p> </div> </section> <section id="record-files" class="rel-mt-2 rel-mb-3" aria-label="Files" ><h2 id="files-heading">Files</h2> <div class="ui accordion panel mb-10 open" href="#files-preview-accordion-panel"> <h3 class="active title panel-heading open m-0"> <div role="button" id="files-preview-accordion-trigger" aria-controls="files-preview-accordion-panel" aria-expanded="true" tabindex="0" class="trigger" aria-label="File preview" > <span id="preview-file-title">10007281.pdf</span> <i class="angle right icon" aria-hidden="true"></i> </div> </h3> <div role="region" id="files-preview-accordion-panel" aria-labelledby="files-preview-accordion-trigger" class="active content preview-container pt-0 open" > <div> <iframe title="Preview" class="preview-iframe" id="preview-iframe" name="preview-iframe" src="/records/1130937/preview/10007281.pdf?include_deleted=0" > </iframe> </div> </div> </div> <div class="ui accordion panel mb-10 open" href="#files-list-accordion-panel"> <h3 class="active title panel-heading open m-0"> <div role="button" id="files-list-accordion-trigger" aria-controls="files-list-accordion-panel" aria-expanded="true" tabindex="0" class="trigger"> Files <small class="text-muted"> (302.0 kB)</small> <i class="angle right icon" aria-hidden="true"></i> </div> </h3> <div role="region" id="files-list-accordion-panel" aria-labelledby="files-list-accordion-trigger" class="active content pt-0"> <div> <table class="ui striped table files fluid open"> <thead> <tr> <th>Name</th> <th>Size</th> <th class> <a role="button" class="ui compact mini button right floated archive-link" href="https://zenodo.org/api/records/1130937/files-archive"> <i class="file archive icon button" aria-hidden="true"></i> Download all </a> </th> </tr> </thead> <tbody> <tr> <td class="ten wide"> <div> <a href="/records/1130937/files/10007281.pdf?download=1">10007281.pdf</a> </div> <small class="ui text-muted font-tiny">md5:57ebf6d2c14d0c8fa65dddd4cd32a006 <div class="ui icon inline-block" data-tooltip="This is the file fingerprint (checksum), which can be used to verify the file integrity."> <i class="question circle checksum icon"></i> </div> </small> </td> <td>302.0 kB</td> <td class="right aligned"> <span> <a role="button" class="ui compact mini button preview-link" href="/records/1130937/preview/10007281.pdf?include_deleted=0" target="preview-iframe" data-file-key="10007281.pdf"> <i class="eye icon" aria-hidden="true"></i>Preview </a> <a role="button" class="ui compact mini button" href="/records/1130937/files/10007281.pdf?download=1"> <i class="download icon" aria-hidden="true"></i>Download </a> </span> </td> </tr> </tbody> </table> </div> </div> </div> </section> <section id="additional-details" class="rel-mt-2" aria-label="Additional record details"> <h2 id="record-details-heading">Additional details</h2> <div class="ui divider"></div> <div class="ui fluid accordion padded grid rel-mb-1"> <div class="active title sixteen wide mobile four wide tablet three wide computer column"> <h3 class="ui header"> <div id="references-accordion-trigger" role="button" tabindex="0" aria-expanded="true" aria-controls="references-panel" class="trigger" > <i class="caret right icon" aria-hidden="true"></i>References </div> </h3> </div> <div id="references-panel" role="region" aria-labelledby="references-accordion-trigger" class="active content sixteen wide mobile twelve wide tablet thirteen wide computer column" > <ul class="ui bulleted list details-list"> <li class="item">Joffe, L., OrthoCAD: digital models for a digital era. J Orthod, 2004. 31(4): p. 344-7.</li> <li class="item">Whetten, J.L., et al., Variations in orthodontic treatment planning decisions of Class II patients between virtual 3-dimensional models and traditional plaster study models. American Journal of Orthodontics and Dentofacial Orthopedics, 2006. 130(4): p. 485-491.</li> <li class="item">Yang, Y., L. Zhang, and S. Bridges, Blended learning in dentistry: 3-D resources for inquiry-based learning. Knowledge Management & E-Learning: An International Journal (KM&EL), 2012. 4(2): p. 217-230.</li> <li class="item">Omale, N., et al., Learning in 3‐D multiuser virtual environments: Exploring the use of unique 3‐D attributes for online problem‐based learning. British Journal of Educational Technology, 2009. 40(3): p. 480-495.</li> <li class="item">Barrows, H.S., Problem-based learning applied to medical education. 2000: Southern Illinois University School of Medicine.</li> <li class="item">Hmelo-Silver, C.E., Problem-based learning: What and how do students learn? Educational psychology review, 2004. 16(3): p. 235-266.</li> <li class="item">Dolmans, D.H. and H. Schmidt, What drives the student in problem‐based learning? Medical Education, 1994. 28(5): p. 372-380.</li> <li class="item">Thammasitboon, K., et al., Problem-based learning at the Harvard School of Dental Medicine: self-assessment of performance in postdoctoral training. J Dent Educ, 2007. 71(8): p. 1080-9.</li> <li class="item">Al-Drees, A.A., et al., Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum. Saudi medical journal, 2015. 36(3): p. 341. [10] Maudsley, G. and J. Strivens, Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical education, 2000. 34(7): p. 535-544. [11] Prosser, M. and D. Sze, Problem-based learning: student learning experiences and outcomes. Clinical linguistics & phonetics, 2014. 28(1-2): p. 131-142. [12] Norman, G.R. and H.G. Schmidt, The psychological basis of problem-based learning: A review of the evidence. Academic medicine, 1992. 67(9): p. 557-65. [13] Prince, M., Does active learning work? A review of the research. Journal of engineering education, 2004. 93(3): p. 223-231. [14] Steinert, Y., et al., A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 2006. 28(6): p. 497-526. [15] Lam, D.O., Impact of problem-based learning on social work students: Growth and limits. British Journal of Social Work, 2009. 39(8): p. 1499-1517. [16] Birgegård, G. and U. Lindquist, Change in student attitudes to medical school after the introduction of problem‐based learning in spite of low ratings. Medical education, 1998. 32(1): p. 46-49. [17] Khoiny, F.E., The effectiveness of problem-based learning in nurse practitioner education. 1995. [18] Kriel, E.A.M., Accuracy of orthodontic digital study models. 2012, University of the Western Cape. [19] De Boer, A., et al., Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life? Quality of Life Research, 2004. 13(2): p. 311-320. [20] Nicol, D.J. and D. Macfarlane‐Dick, Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 2006. 31(2): p. 199-218. [21] Ireland, A.J., et al., 3D surface imaging in dentistry - what we are looking at. Br Dent J, 2008. 205(7): p. 387-92. [22] Aarnio, M., et al., Motivating medical students to learn teamwork skills. Medical Teacher, 2010. 32(4): p. e199-e204. [23] Winning, T. and G. Townsend, Problem-based learning in dental education: what's the evidence for and against...and is it worth the effort? Aust Dent J, 2007. 52(1): p. 2-9. [24] Azer, S.A., Problem-based learning. Challenges, barriers and outcome issues. Saudi Medical Journal, 2001. 22(5): p. 389-397.</li> </ul> </div> </div> <div class="ui divider"></div> </section> <section id="citations-search" data-record-pids='{"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1130937", "provider": "datacite"}, "oai": {"identifier": "oai:zenodo.org:1130937", "provider": "oai"}}' data-record-parent-pids='{"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1130936", "provider": "datacite"}}' data-citations-endpoint="https://zenodo-broker.web.cern.ch/api/relationships" aria-label="Record citations" class="rel-mb-1" > </section> </article> <aside class="sixteen wide tablet five wide computer column sidebar" aria-label="Record details"> <section id="metrics" aria-label="Metrics" class="ui segment rdm-sidebar sidebar-container"> <div class="ui tiny two statistics rel-mt-1"> <div class="ui statistic"> <div class="value">256</div> <div class="label"> <i aria-hidden="true" class="eye icon"></i> Views </div> </div> <div class="ui 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implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students\u0026rsquo; skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students\u0026rsquo; skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students\u0026rsquo; attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students\u0026rsquo; agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students\u0026rsquo; self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students\u0026rsquo; independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students\u0026rsquo; needs, and offer support in the form of software, hardware and facilitators\u0026rsquo; assistance for better e-model implementation.\u003c/p\u003e", "languages": [{"id": "eng", "title": {"en": "English"}}], "publication_date": "2017-04-01", "publisher": "Zenodo", "references": [{"reference": "Joffe, L., OrthoCAD: digital models for a digital era. J Orthod, 2004. 31(4): p. 344-7."}, {"reference": "Whetten, J.L., et al., Variations in orthodontic treatment planning decisions of Class II patients between virtual 3-dimensional models and traditional plaster study models. American Journal of Orthodontics and Dentofacial Orthopedics, 2006. 130(4): p. 485-491."}, {"reference": "Yang, Y., L. Zhang, and S. Bridges, Blended learning in dentistry: 3-D resources for inquiry-based learning. Knowledge Management \u0026 E-Learning: An International Journal (KM\u0026EL), 2012. 4(2): p. 217-230."}, {"reference": "Omale, N., et al., Learning in 3\u2010D multiuser virtual environments: Exploring the use of unique 3\u2010D attributes for online problem\u2010based learning. British Journal of Educational Technology, 2009. 40(3): p. 480-495."}, {"reference": "Barrows, H.S., Problem-based learning applied to medical education. 2000: Southern Illinois University School of Medicine."}, {"reference": "Hmelo-Silver, C.E., Problem-based learning: What and how do students learn? Educational psychology review, 2004. 16(3): p. 235-266."}, {"reference": "Dolmans, D.H. and H. Schmidt, What drives the student in problem\u2010based learning? Medical Education, 1994. 28(5): p. 372-380."}, {"reference": "Thammasitboon, K., et al., Problem-based learning at the Harvard School of Dental Medicine: self-assessment of performance in postdoctoral training. J Dent Educ, 2007. 71(8): p. 1080-9."}, {"reference": "Al-Drees, A.A., et al., Students\u0027 perception towards the problem based learning tutorial session in a system-based hybrid curriculum. Saudi medical journal, 2015. 36(3): p. 341.\n[10]\tMaudsley, G. and J. Strivens, Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical education, 2000. 34(7): p. 535-544.\n[11]\t\tProsser, M. and D. Sze, Problem-based learning: student learning experiences and outcomes. Clinical linguistics \u0026 phonetics, 2014. 28(1-2): p. 131-142.\n[12]\t\tNorman, G.R. and H.G. Schmidt, The psychological basis of problem-based learning: A review of the evidence. Academic medicine, 1992. 67(9): p. 557-65.\n[13]\tPrince, M., Does active learning work? A review of the research. Journal of engineering education, 2004. 93(3): p. 223-231.\n[14]\tSteinert, Y., et al., A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 2006. 28(6): p. 497-526.\n[15]\tLam, D.O., Impact of problem-based learning on social work students: Growth and limits. British Journal of Social Work, 2009. 39(8): p. 1499-1517.\n[16]\tBirgeg\u00e5rd, G. and U. Lindquist, Change in student attitudes to medical school after the introduction of problem\u2010based learning in spite of low ratings. Medical education, 1998. 32(1): p. 46-49.\n[17]\tKhoiny, F.E., The effectiveness of problem-based learning in nurse practitioner education. 1995.\n[18]\t\tKriel, E.A.M., Accuracy of orthodontic digital study models. 2012, University of the Western Cape.\n[19]\tDe Boer, A., et al., Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life? Quality of Life Research, 2004. 13(2): p. 311-320.\n[20]\tNicol, D.J. and D. Macfarlane\u2010Dick, Formative assessment and self\u2010regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 2006. 31(2): p. 199-218.\n[21]\t\tIreland, A.J., et al., 3D surface imaging in dentistry - what we are looking at. Br Dent J, 2008. 205(7): p. 387-92.\n[22]\tAarnio, M., et al., Motivating medical students to learn teamwork skills. Medical Teacher, 2010. 32(4): p. e199-e204.\n[23]\tWinning, T. and G. Townsend, Problem-based learning in dental education: what\u0027s the evidence for and against...and is it worth the effort? Aust Dent J, 2007. 52(1): p. 2-9.\n[24]\tAzer, S.A., Problem-based learning. Challenges, barriers and outcome issues. Saudi Medical Journal, 2001. 22(5): p. 389-397."}], "resource_type": {"id": "publication-article", "title": {"de": "Zeitschriftenartikel", "en": "Journal article"}}, "rights": [{"description": {"en": "The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited."}, "icon": "cc-by-icon", "id": "cc-by-4.0", "props": {"scheme": "spdx", "url": "https://creativecommons.org/licenses/by/4.0/legalcode"}, "title": {"en": "Creative Commons Attribution 4.0 International"}}], "subjects": [{"subject": "Problem-Based learning"}, {"subject": "curriculum"}, {"subject": "dental education"}, {"subject": "3-D electronic models."}], "title": "Dental Students\u0027 Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models", "version": "10007281"}, "parent": {"access": {"owned_by": {"user": "32148"}, "settings": {"accept_conditions_text": null, "allow_guest_requests": false, "allow_user_requests": false, "secret_link_expiration": 0}}, "communities": {"default": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "entries": [{"access": {"member_policy": "open", "members_visibility": "public", "record_submission_policy": "open", "review_policy": "open", "visibility": "public"}, "children": {"allow": false}, "created": "2017-05-31T21:24:26.028360+00:00", "custom_fields": {}, "deletion_status": {"is_deleted": false, "status": "P"}, "id": "a59dd046-9a86-4a47-97ce-b51f1bb8fc3f", "links": {}, "metadata": {"curation_policy": "", "description": "", "page": "", "title": "World Academy of Science, Engineering and Technology"}, "revision_id": 0, "slug": "waset", "updated": "2017-11-15T12:37:31.935319+00:00"}], "ids": ["a59dd046-9a86-4a47-97ce-b51f1bb8fc3f"]}, "id": "1130936", "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1130936", "provider": "datacite"}}}, "pids": {"doi": {"client": "datacite", "identifier": "10.5281/zenodo.1130937", "provider": "datacite"}, "oai": {"identifier": "oai:zenodo.org:1130937", "provider": "oai"}}, "revision_id": 9, "stats": {"all_versions": {"data_volume": 50124198.0, "downloads": 166, "unique_downloads": 154, "unique_views": 256, "views": 267}, "this_version": {"data_volume": 49218339.0, "downloads": 163, "unique_downloads": 151, "unique_views": 253, "views": 264}}, "status": "published", "ui": {"access_status": {"description_l10n": "The record and files are publicly accessible.", "embargo_date_l10n": null, "icon": "unlock", "id": "open", "message_class": "", "title_l10n": "Open"}, "created_date_l10n_long": "December 25, 2017", "creators": {"affiliations": [], "creators": [{"person_or_org": {"family_name": "Hai Ming Wong", "name": "Hai Ming Wong", "type": "personal"}}, {"person_or_org": {"family_name": "Kuen Wai Ma", "name": "Kuen Wai Ma", "type": "personal"}}, {"person_or_org": {"family_name": "Lavender Yu Xin Yang", "name": "Lavender Yu Xin Yang", "type": "personal"}}, {"person_or_org": {"family_name": "Yanqi Yang", "name": "Yanqi Yang", "type": "personal"}}]}, "custom_fields": {}, "description_stripped": "Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students\u2019 skills in using e-models. 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> <h2 class="ui medium top attached header">Communities</h2> <div class="ui segment bottom attached rdm-sidebar"> <div class="ui fluid placeholder"> <div class="image header"> <div class="line"></div> <div class="line"></div> </div> <div class="image header"> <div class="line"></div> <div class="line"></div> </div> <div class="image header"> <div class="line"></div> <div class="line"></div> </div> </div> </div> </div> <div class="sidebar-container"> <h2 class="ui medium top attached header mt-0">Keywords and subjects</h2> <div id="keywords-and-subjects" aria-label="Keywords and subjects" class="ui segment bottom attached rdm-sidebar"> <h3 class="hidden">Keywords</h3> <ul class="ui horizontal list no-bullets subjects"> <li class="item"> <a href="/search?q=metadata.subjects.subject%3A%22Problem-Based+learning%22" class="subject" title="Search results for Problem-Based learning" > Problem-Based learning </a> </li> <li class="item"> <a 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"order": [], "total_bytes": 0}, "metadata": {"creators": [{"person_or_org": {"family_name": "Hai Ming Wong", "name": "Hai Ming Wong", "type": "personal"}}, {"person_or_org": {"family_name": "Kuen Wai Ma", "name": "Kuen Wai Ma", "type": "personal"}}, {"person_or_org": {"family_name": "Lavender Yu Xin Yang", "name": "Lavender Yu Xin Yang", "type": "personal"}}, {"person_or_org": {"family_name": "Yanqi Yang", "name": "Yanqi Yang", "type": "personal"}}], "description": "\u003cp\u003eObjectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students\u0026rsquo; skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students\u0026rsquo; skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students\u0026rsquo; attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students\u0026rsquo; agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students\u0026rsquo; self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students\u0026rsquo; independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students\u0026rsquo; needs, and offer support in the form of software, hardware and facilitators\u0026rsquo; assistance for better e-model implementation.\u003c/p\u003e", "languages": [{"id": "eng", "title": {"en": "English"}}], "publication_date": "2017-04-01", "publisher": "Zenodo", "references": [{"reference": "Joffe, L., OrthoCAD: digital models for a digital era. J Orthod, 2004. 31(4): p. 344-7."}, {"reference": "Whetten, J.L., et al., Variations in orthodontic treatment planning decisions of Class II patients between virtual 3-dimensional models and traditional plaster study models. American Journal of Orthodontics and Dentofacial Orthopedics, 2006. 130(4): p. 485-491."}, {"reference": "Yang, Y., L. Zhang, and S. Bridges, Blended learning in dentistry: 3-D resources for inquiry-based learning. Knowledge Management \u0026 E-Learning: An International Journal (KM\u0026EL), 2012. 4(2): p. 217-230."}, {"reference": "Omale, N., et al., Learning in 3\u2010D multiuser virtual environments: Exploring the use of unique 3\u2010D attributes for online problem\u2010based learning. British Journal of Educational Technology, 2009. 40(3): p. 480-495."}, {"reference": "Barrows, H.S., Problem-based learning applied to medical education. 2000: Southern Illinois University School of Medicine."}, {"reference": "Hmelo-Silver, C.E., Problem-based learning: What and how do students learn? Educational psychology review, 2004. 16(3): p. 235-266."}, {"reference": "Dolmans, D.H. and H. Schmidt, What drives the student in problem\u2010based learning? Medical Education, 1994. 28(5): p. 372-380."}, {"reference": "Thammasitboon, K., et al., Problem-based learning at the Harvard School of Dental Medicine: self-assessment of performance in postdoctoral training. J Dent Educ, 2007. 71(8): p. 1080-9."}, {"reference": "Al-Drees, A.A., et al., Students\u0027 perception towards the problem based learning tutorial session in a system-based hybrid curriculum. Saudi medical journal, 2015. 36(3): p. 341.\n[10]\tMaudsley, G. and J. Strivens, Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical education, 2000. 34(7): p. 535-544.\n[11]\t\tProsser, M. and D. Sze, Problem-based learning: student learning experiences and outcomes. Clinical linguistics \u0026 phonetics, 2014. 28(1-2): p. 131-142.\n[12]\t\tNorman, G.R. and H.G. Schmidt, The psychological basis of problem-based learning: A review of the evidence. Academic medicine, 1992. 67(9): p. 557-65.\n[13]\tPrince, M., Does active learning work? A review of the research. Journal of engineering education, 2004. 93(3): p. 223-231.\n[14]\tSteinert, Y., et al., A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 2006. 28(6): p. 497-526.\n[15]\tLam, D.O., Impact of problem-based learning on social work students: Growth and limits. British Journal of Social Work, 2009. 39(8): p. 1499-1517.\n[16]\tBirgeg\u00e5rd, G. and U. Lindquist, Change in student attitudes to medical school after the introduction of problem\u2010based learning in spite of low ratings. Medical education, 1998. 32(1): p. 46-49.\n[17]\tKhoiny, F.E., The effectiveness of problem-based learning in nurse practitioner education. 1995.\n[18]\t\tKriel, E.A.M., Accuracy of orthodontic digital study models. 2012, University of the Western Cape.\n[19]\tDe Boer, A., et al., Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life? Quality of Life Research, 2004. 13(2): p. 311-320.\n[20]\tNicol, D.J. and D. Macfarlane\u2010Dick, Formative assessment and self\u2010regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 2006. 31(2): p. 199-218.\n[21]\t\tIreland, A.J., et al., 3D surface imaging in dentistry - what we are looking at. Br Dent J, 2008. 205(7): p. 387-92.\n[22]\tAarnio, M., et al., Motivating medical students to learn teamwork skills. Medical Teacher, 2010. 32(4): p. e199-e204.\n[23]\tWinning, T. and G. Townsend, Problem-based learning in dental education: what\u0027s the evidence for and against...and is it worth the effort? Aust Dent J, 2007. 52(1): p. 2-9.\n[24]\tAzer, S.A., Problem-based learning. Challenges, barriers and outcome issues. 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This study focuses on the effectiveness of e-models serving as a tool to enhance the students\u2019 skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students\u2019 attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students\u2019 agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students\u2019 self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students\u2019 independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. 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src="/static/dist/js/3532.e8cb76db2b7edf78ccfa.js"></script> <script src="/static/dist/js/overridable-registry.d865c1ea4ce3e4ded8b7.js"></script> <script type='application/ld+json'>{"@context": "http://schema.org", "@id": "https://doi.org/10.5281/zenodo.1130937", "@type": "https://schema.org/ScholarlyArticle", "author": [{"@type": "Person", "familyName": "Hai Ming Wong", "name": "Hai Ming Wong"}, {"@type": "Person", "familyName": "Kuen Wai Ma", "name": "Kuen Wai Ma"}, {"@type": "Person", "familyName": "Lavender Yu Xin Yang", "name": "Lavender Yu Xin Yang"}, {"@type": "Person", "familyName": "Yanqi Yang", "name": "Yanqi Yang"}], "contentSize": "294.88 KB", "creator": [{"@type": "Person", "familyName": "Hai Ming Wong", "name": "Hai Ming Wong"}, {"@type": "Person", "familyName": "Kuen Wai Ma", "name": "Kuen Wai Ma"}, {"@type": "Person", "familyName": "Lavender Yu Xin Yang", "name": "Lavender Yu Xin Yang"}, {"@type": "Person", "familyName": "Yanqi Yang", "name": "Yanqi Yang"}], "dateCreated": "2017-12-25T15:39:17.921771+00:00", "dateModified": "2024-08-02T21:15:50.602614+00:00", "datePublished": "2017-04-01", "description": "\u003cp\u003eObjectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students\u0026rsquo; skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students\u0026rsquo; skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students\u0026rsquo; attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students\u0026rsquo; agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students\u0026rsquo; self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students\u0026rsquo; independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students\u0026rsquo; needs, and offer support in the form of software, hardware and facilitators\u0026rsquo; assistance for better e-model implementation.\u003c/p\u003e", "identifier": "https://doi.org/10.5281/zenodo.1130937", "inLanguage": {"@type": "Language", "alternateName": "eng", "name": "English"}, "keywords": "Problem-Based learning, curriculum, dental education, 3-D electronic models.", "license": "https://creativecommons.org/licenses/by/4.0/legalcode", "name": "Dental Students\u0027 Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models", "publisher": {"@type": "Organization", "name": "Zenodo"}, "size": "294.88 KB", "url": "https://zenodo.org/records/1130937", "version": "10007281"}</script> <script src="/static/dist/js/invenio-app-rdm-landing-page-theme.9b56690388e335810f04.js"></script> <script src="/static/dist/js/9945.e11a5a6ff50535c72070.js"></script> <script src="/static/dist/js/1357.4e237807ffba81b213b0.js"></script> <script src="/static/dist/js/1644.2b2007bc83e4beeabfaf.js"></script> <script src="/static/dist/js/8962.cfabe841decd009221fd.js"></script> <script src="/static/dist/js/9300.a81535ba51a38f1472fe.js"></script> <script src="/static/dist/js/9693.dac033d778162b60d96f.js"></script> <script src="/static/dist/js/invenio-app-rdm-landing-page.024f3c02bb324ddef007.js"></script> <script src="/static/dist/js/previewer_theme.77f20174699c7786038a.js"></script> <script src="/static/dist/js/zenodo-rdm-citations.f6ca22bc7712ee9b03f7.js"></script> <div class="ui container info message cookie-banner hidden"> <i class="close icon"></i> <div> <i aria-hidden="true" class="info icon"></i> <p class="inline">This site uses cookies. 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Dental Students' Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models