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Teaching recognition skills to improve products
Author(s) -
Knight GW,
Guenzel PJ,
Fitzgerald M
Publication year - 1990
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.1990.54.12.tb02492.x
Subject(s) - variance (accounting) , test (biology) , production (economics) , psychology , quality (philosophy) , amalgam (chemistry) , principal component analysis , class (philosophy) , mathematics education , explained variation , dental education , medical education , statistics , computer science , mathematics , artificial intelligence , medicine , paleontology , philosophy , chemistry , accounting , epistemology , electrode , biology , economics , business , macroeconomics
All 86 first year dental students in a Conservative Restorations course completed five sets of instructional tasks. Tasks followed a discrimination learning paradigm, a sequence based on the principal that recognition skills are a prerequisite for production skills. Recognition skill measures and production quality measures were collected for pre‐ and post‐test Class 1 amalgam preparations. Significant improvement was found in three of the five recognition skill measures and in quality of production. Stepwise multiple regression analysis showed that a measure of student agreement with faculty evaluations accounted for 46.3 percent of the variance in post‐test production scores whereas traditional admissions measures accounted for less than 4 percent of the variance. Additionally, students who improved recognition skill showed a corresponding improvement in products. The paradigmatic teaching model appears to be valid for Class 1 cavity preparations.