List of Poster Presentations - Journal of Dental Education

Poster Abstracts
reported the Mock Board motivated them to study and prepared them
well for the national board experience. Comments showed, however,
that students did not feel the Mock Board experience was as intense
as taking the DHNBE.
Findings here indicate the Mock Board can be a valid and
effective tool in coaching students for the DHNBE. Dental Hygiene
faculty are urged to consider incorporating the Mock Board experience
as a part of board preparation in their departments.
Findings here indicate the Mock Board can be a valid and
effective tool in coaching students for the DHNBE. Dental Hygiene
faculty are urged to consider incorporating the Mock Board experience
as a part of board preparation in their departments.
77. Developing a Digital Library by Combining
Learning Objectives
Glass, Birgit J., University of Texas Health Science Center at San
Antonio Dental School, Guest, Gary G., University of Texas Health
Science Center at San Antonio Dental School, Dodge, Bill, University
of Texas Health Science Center at San Antonio Dental School, Dove,
Brent, University of Texas Health Science Center at San Antonio
Dental School
A new program combined several learning objectives to result
in 85 documented cases, in an electronic format, of patients treated
by senior dental students-the beginning of an electronic library with
minimal cost.
Background: Although our laptop initiative was begun with
freshman students, it was appropriate that other students be given
opportunities to develop computer skills, especially seniors.
Combining learning objectives, each senior student was required to:
1. Develop a case presentation using a specific software application
(To demonstrate use of a computer). 2. Select a case with multiple
treatment options (to demonstrate an understanding of informed
consent). 3. Select a case for which radiographs would illustrate the
case (to learn how to import a graphic). 4. Use a SOAP format for the
case presentation (to demonstrate understanding of that format). 5.
Give an oral presentation to a group of peers (to practice public
speaking). 6. Critique peer presentations (to have more opportunities
to see and hear other cases). Methods and Materials: 1. Instructions
for the assignment and a lecture on “How to give an effective oral
presentation” were given to seniors in early fall. 2. The class was
divided into 4 groups with a faculty moderator, computer, and
projector for each group. 3. Six one-hour sessions were scheduled in
spring and students were assigned to 12-minute time slots. 4. Students
in the audience gave written feedback on the presentations and
completed a course evaluation questionnaire. Results: Eighty-five
students developed and presented their cases to peers and faculty.
Fifty-two responded to the evaluation questionnaire. The cases were
categorized by discipline, the student and patient identification was
removed and all were placed on a single CD. These were distributed
to the class and will be available to faculty for teaching purposes.
Seniors indicated that developing a presentation in an electronic
format and making an oral presentation was a beneficial experience
for them. The school benefited in that it now has a good beginning
for an electronic library for teaching purposes. The program will
continue next year with improvements as suggested in the feedback
comments.
78. Student Perceptions of an Online Dental
Terminology Course
Grimes, Ellen B., University of Vermont
The purpose of this qualitative research study was to describe
and analyze the experiences of students enrolled in an online dental
terminology course to determine their satisfaction level with online
learning. Exploring students’ perceptions regarding this new
technology may lead to a greater understanding of the benefits and
limitations of learning online and could be useful to programs
considering the implementation of distance education initiatives and/
or students planning to enroll in an online course.
Online learning is becoming a recognized method for delivering
educational content throughout institutions of higher education. Few
studies have been performed regarding online learning in dentistry
or dental hygiene. The purpose of this qualitative research study was
to describe and analyze the experiences of thirteen students enrolled
in an online dental terminology course to determine their satisfaction
level. The overall perceptions of online learning were positive and
although some frustrations were apparent, the majority of students
stated that they learned a great deal, found the course valuable and
were now familiar with the terminology. Students commented on the
convenience of taking the course at a time that fit their schedule and
one in which they did not have to commute to attend. Technical issues
and isolationism seemed to be the primary drawbacks to online
learning. Some students missed the interaction that exists in a regular
classroom. Students strongly suggested that in order to be successful
in online education, one had to be a self-directed learner. In addition,
visual learners were more apt to appreciate online learning than audio
learners.
Therefore, the results of this study suggest that online learning
was a valuable method for teaching dental terminology and is
particularly beneficial for students with no other alternative methods
for gaining access to the courses due to geographical location. Where
appropriate, online courses should be considered as an option for
providing distance education in dental hygiene programs.
79. Using Metaphors to Improve Metacognitive Skills
of Oral Health Therapy Students: A Pilot Study
Gussy, Mark G., University of Melbourne
The purpose of this pilot study was to use metaphors to provide
oral health therapy students insight into their personally constructed
beliefs surrounding learning and to explore the potential for using
metaphors to assist students teachers and others enhance their
awareness of how these beliefs guide, influence and limit the potential
for learning.
Metaphors have the potential to be powerful tools for learning.
They can be used as a metacognitive tool for students to improve
learning and teaching.
Eighteen second-year Oral Health Therapy students took part
in a workshop to develop personal metaphors. They were then split
into two groups. The experimental group was exposed to all metaphors
through group discussion of the benefits and limitations of each one.
The control group was not given the opportunity to discuss or explore
the metaphors. In a questionnaire administered to both groups two
weeks later they were asked to select metaphors that best described
their current approach to learning and how they would ideally like to
go about learning. They were also asked to indicate metaphors that
best described the way they went about learning in different situations
they had experienced.
The findings indicate that, without exception, all learners
engaged different metaphors in different learning contexts. Differences
between the two groups reveal that the experimental group was more
strategic in their selection of metaphors in the different learning
situations
It was concluded that the use of metaphors for learning
encouraged learners to reflect on their beliefs, assumptions and
approaches to learning. This metacognitive knowledge may lead to
the selection of learning approaches appropriate to each particular
learning context and so to more successful learning. The metaphor
can be used as a descriptive-linguistic tool for the clarification and
282 Journal of Dental Education ■ Volume 66, No. 2