Method 300: a complementary teaching methodology in Dentistry

dc.contributor.authorRodrigues, Gladiston Willian Lobo [UNESP]
dc.contributor.authorde Souza Gomide Guimarães, Maria Rosa Felix
dc.contributor.authorGuimarães, Gustav
dc.contributor.authorRosa, Flávia Gabriela
dc.contributor.authorSamuel, Renata Oliveira
dc.contributor.authorCantiga-Silva, Cristiane [UNESP]
dc.contributor.authorde Barros Morais Cardoso, Carolina [UNESP]
dc.contributor.authorCintra, Luciano Tavares Angelo [UNESP]
dc.contributor.institutionUniversity Center São Lucas
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversity of Uberaba
dc.date.accessioned2022-04-29T08:36:05Z
dc.date.available2022-04-29T08:36:05Z
dc.date.issued2022-04-01
dc.description.abstractThis 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.en
dc.description.affiliationDepartment of Dentistry School of Dentistry University Center São Lucas, RO
dc.description.affiliationDepartment of Preventive and Restorative Dentistry School of Dentistry São Paulo State University (Unesp), José Bonifácio, 1193, Vila Mendonça, SP
dc.description.affiliationDepartment of Clinical Dentistry Dental School University of Uberaba, MG
dc.description.affiliationSchool of Dentistry Dental Assistance Center for Disabled Persons (CAOE) São Paulo State University (Unesp), SP
dc.description.affiliationUnespDepartment of Preventive and Restorative Dentistry School of Dentistry São Paulo State University (Unesp), José Bonifácio, 1193, Vila Mendonça, SP
dc.description.affiliationUnespSchool of Dentistry Dental Assistance Center for Disabled Persons (CAOE) São Paulo State University (Unesp), SP
dc.format.extent410-416
dc.identifierhttp://dx.doi.org/10.1007/s10266-021-00669-2
dc.identifier.citationOdontology, v. 110, n. 2, p. 410-416, 2022.
dc.identifier.doi10.1007/s10266-021-00669-2
dc.identifier.issn1618-1255
dc.identifier.issn1618-1247
dc.identifier.scopus2-s2.0-85118203621
dc.identifier.urihttp://hdl.handle.net/11449/229808
dc.language.isoeng
dc.relation.ispartofOdontology
dc.sourceScopus
dc.subjectAcademic performance
dc.subjectDentistry
dc.subjectEducational test performance
dc.subjectTeaching methods
dc.titleMethod 300: a complementary teaching methodology in Dentistryen
dc.typeArtigo
unesp.author.orcid0000-0003-2348-7846[8]

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