Perception of the Effectiveness of Self-directed Learning in Small Groups Among Final-year Dental Students at Watim Dental College

Aamna Khalil; Qudsia Iqbal; Zarah Afreen; Ammarah Afreen; Javeria Afzal; Aeeza Malik

doi:10.33897/fujd.v4i2.412

Aamna Khalil Assistant Professor, Department of Prosthodontics, Watim Dental College, Rawalpindi, Pakistan
Qudsia Iqbal Assistant Professor, Department of Prosthodontics, Nishtar Institute of Dentistry, Multan, Pakistan
Zarah Afreen Associate Professor, Department of Prosthodontics, Watim Dental College, Rawalpindi, Pakistan
Ammarah Afreen Associate Professor, Department of Operative Dentistry, Watim Dental College, Rawalpindi, Pakistan
Javeria Afzal Assistant Professor, Department of Community Dentistry, Multan Medical and Dental College, Multan, Pakistan
Aeeza Malik Associate Professor, Department of Community Dentistry, Multan Medical and Dental College, Multan, Pakistan

DOI: https://doi.org/10.33897/fujd.v4i2.412

Keywords: Dental Students, Perception, Self-directed Learning, Small Group Discussion

Abstract

Objectives: With the passage of time, various teaching methods have been introduced to increase the efficiency of learning process. There is an evolution from the teacher directed learning to self-directed learning in process worldwide, in all fields including medical education. The objective of this study is to assess the perception of final year BDS students regarding self- directed learning in the form of small group presentations at Watim Dental College.

Materials and Methods: It was a cross-sectional study. Sample size (50) was calculated using WHO calculator. The duration of the study was one month. The data was collected from the students of Final year BDS at Watim Dental College. Structured questionnaire was used to assess the student's perspective. Data was entered and analyzed on SPSS version 20 and Microsoft PowerPoint excel.

Results: Results showed that about 60% students agreed that small group presentations were interactive, friendly and innovative, built interaction between teacher and student. Small group discussion increased their thought process and helped them in better communication. 42% strongly agreed and 54% agreed regarding awareness about the presentation schedule, topic and its objectives. 48% agreed that their presentation was attention seeking. 44%, 48% and 50 % agreed that this activity enhanced their learning, improving their computer and communication skills respectively. 46% and 58% agreed about getting the positive peer review and constructed feedback from the teacher respectively.

Conclusion: Our research findings indicate that students acknowledge the benefits of self-directed learning, particularly through small group discussions. An instructional strategy highlighted here is the introduction to self-directed learning, which serves to bridge the gap between teachers and students, ultimately enhancing communication skills among students.