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Dyad Pedagogy in Diagnostic Medical Imaging
Author(s) -
Sherman Lloyd R.,
Marquez Samuel
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a143-d
Subject(s) - dyad , teamwork , psychology , competence (human resources) , preference , modalities , test (biology) , mathematics education , medical education , pedagogy , medicine , social psychology , sociology , social science , paleontology , political science , law , economics , biology , microeconomics
Student preference for active learning prompted the replacement of lecture/power‐point presentations with inquiry‐oriented Dyad Pedagogy in our Diagnostic Medical Imaging course. Using dyad pedagogy, the course focused on the gross anatomical structure of the human body, competence in oral and written performance, teamwork, and research skills. It was organized into key lectures, student projects and oral and written activities structured around those lectures. Every student was randomly assigned to a dyad partner; each individual was then handed a 150‐item pre‐test that covered the knowledge expected from the course. Statistical significant differences were found between pre and post test with means of 54 and 86, respectively (p<0.05). Other metrics also revealed that DMI students outpaced their counterparts in ability to incorporate new knowledge into their oral and written presentations; and to use scientific thinking, spontaneity and responsiveness in discussion. Preference was expressed for DP over all other school‐related learning modalities.