Linked Life Data

19177386

Source:http://linkedlifedata.com/resource/pubmed/id/19177386

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
2
pubmed:dateCreated
2009-1-29
pubmed:abstractText
The aim of the present work was to see if storytelling in a clinical dental anatomy course would increase student satisfaction. We enhanced teaching by spontaneous storytelling in problem-based learning, in half of the third-year dentistry class. At the end of the course, we administered an anonymous questionnaire to the students in the class, consisting of 12 questions that students had to answer on a Likert scale of 1-5. An overall satisfaction score was obtained and we used a linear mixed model to compare differences in satisfaction between the two groups, with "group" as the fixed effect. We also conducted an exploratory factor analysis of the responses to investigate whether there were distinct constructs within the data. Overall satisfaction is high, with students "with stories" having higher satisfaction than those "without stories." The former group consistently gives higher satisfaction scores, regardless of which question is being asked. Factor analysis provides evidence that storytelling nurtures reflective learning, while students work on their clinical anatomy problems.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
1935-9780
pubmed:author
pubmed:issnType
Electronic
pubmed:volume
1
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
84-9
pubmed:dateRevised
2010-9-30
pubmed:meshHeading
pubmed:articleTitle
Professional storytelling in clinical dental anatomy teaching.
pubmed:affiliation
Department of Oral Sciences, Faculty of Dentistry, University of Otago, Dunedin, New Zealand. jules.kieser@stonebow.otago.ac.nz
pubmed:publicationType
Journal Article