Method 300: a complementary teaching methodology in Dentistry
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Data
2022-04-01
Autores
Rodrigues, Gladiston Willian Lobo [UNESP]
de Souza Gomide Guimarães, Maria Rosa Felix
Guimarães, Gustav
Rosa, Flávia Gabriela
Samuel, Renata Oliveira
Cantiga-Silva, Cristiane [UNESP]
de Barros Morais Cardoso, Carolina [UNESP]
Cintra, Luciano Tavares Angelo [UNESP]
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Resumo
This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching–learning resource in Dentistry, to be used as a complementary methodology to lectures.
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Academic performance, Dentistry, Educational test performance, Teaching methods
Como citar
Odontology, v. 110, n. 2, p. 410-416, 2022.