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Enhancing meaningful learning and self-efficacy through collaboration between dental hygienist and physiotherapist students - a scholarship project
Karolinska Institutet, Sweden.ORCID iD: 0000-0002-3345-3810
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2012 (English)In: International Journal of Dental Hygiene, ISSN 1601-5029, E-ISSN 1601-5037, Vol. 10, no 4, 270-276 p.Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Within the field of Dental Hygiene (DH) and Physiotherapy (PT), students are taught to use an evidence-based approach. Educators need to consider the nature of evidence-based practice from the perspective of content knowledge and learning strategies. Such effort to seek best available evidence and to apply a systematic and scholarly approach to teaching and learning is called scholarship of teaching and learning.

OBJECTIVES: To evaluate the application of the scholarship model including an evidence-based approach to enhance meaningful learning and self-efficacy among DH and PT students.

METHODS: Based on the research on student learning, three central theories were identified (constructivism, meaningful learning and self-efficacy). These were applied in our context to support learner engagement and the application of prior knowledge in a new situation. The DH students performed an oral health examination on the PT students, and the PT students performed an individual health test on the DH students; both groups used motivational interviewing. Documentation of student's learning experience was carried out through seminars and questionnaires.

RESULTS: The students were overall satisfied with the learning experience. Most appreciated are that it reflected a 'real' professional situation and that it also reinforced important learning from their seminars.

CONCLUSION: The scholarship model made the teachers aware of the importance of evidence-based teaching. Furthermore, the indicators for meaningful learning and increased self-efficacy were high, and the students became more engaged by practising in a real situation, more aware of other health professions and reflected about tacit knowledge.

Place, publisher, year, edition, pages
2012. Vol. 10, no 4, 270-276 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-109093DOI: 10.1111/j.1601-5037.2011.00539.xPubMedID: 22257302OAI: oai:DiVA.org:su-109093DiVA: diva2:786097
Available from: 2015-02-04 Created: 2014-11-12 Last updated: 2017-12-05Bibliographically approved

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CiteExportLink to record
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  • apa
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  • de-DE
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