학습자 중심의 교육방법을 적용한 치면세마론및실습 교과목 운영사례
Case Study of the Implementation of Learner-Centered Education Methods in the Course of Oral Prophylaxis
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Objective: This study aimed to verify the effectiveness of learner-centered teaching methods through the mixed application of project-based learning and flipped learning in the practical course of 'Oral Prophylaxis,' which is part of the national examination. Methods: The study targeted 103 students from the Department of Dental Hygiene at U University. A survey was conducted from November 20 to November 30, 2023, utilizing the IBM SPSS 24.0 statistical program for data analysis. Results: The course was operated through self-assessment, peer assessment, and instructor assessment, with evaluations conducted at four intervals: weeks 4, 8, 12, and 15. The results from the fourth instructor evaluation indicated that participants who independently chose their major, reported no prior project experience, and indicated good peer relationships achieved higher scores(p<0.05). Conclusion: The phased evaluation method of self-assessment, peer assessment, and instructor assessment led to an improvement in national practical examination scores, and the application of learner-centered education methods positively impacted student satisfaction.
Abstract
Objective: This study aimed to verify the effectiveness of learner-centered teaching methods through the mixed application of project-based learning and flipped learning in the practical course of 'Oral Prophylaxis,' which is part of the national examination. Methods: The study targeted 103 students from the Department of Dental Hygiene at U University. A survey was conducted from November 20 to November 30, 2023, utilizing the IBM SPSS 24.0 statistical program for data analysis. Results: The course was operated through self-assessment, peer assessment, and instructor assessment, with evaluations conducted at four intervals: weeks 4, 8, 12, and 15. The results from the fourth instructor evaluation indicated that participants who independently chose their major, reported no prior project experience, and indicated good peer relationships achieved higher scores(p<0.05). Conclusion: The phased evaluation method of self-assessment, peer assessment, and instructor assessment led to an improvement in national practical examination scores, and the application of learner-centered education methods positively impacted student satisfaction.
참고문헌 (15)
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