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Transfer of basic science knowledge in a problem‐based learning curriculum
Author(s) -
Ali Kamran,
Cockerill Josephine,
Bennett Jon H.,
Belfield Louise,
Tredwin Christopher
Publication year - 2020
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12535
Subject(s) - cohort , summative assessment , curriculum , test (biology) , medicine , correlation , medical education , academic year , mathematics education , psychology , mathematics , formative assessment , pedagogy , biology , paleontology , geometry
Aim The aim of this study was to evaluate transfer of basic science knowledge for clinical application in our BDS programme by exploring the correlations between student performance in integrated dental science (IDS) examinations and applied dental knowledge (ADK) tests. Methods Numeric test scores were drawn from summative IDS and ADK assessments undertaken by BDS students spanning six academic years (2013‐14 to 2018‐19) for two cohorts (2013 and 2014). The data included a total of 13 test scores for each cohort with four IDS tests, taken in Years 1 and 2, and nine ADK tests taken in Years 3, 4 and 5. Results The sample included 120 students across both cohorts with 65 females (54%) and 55 males (46%). The correlation coefficients between the successive tests and the combinations of IDS and ADK scores were positive, all being greater than 0.48, and all being significantly correlated ( P < .001). Regarding correlation between standardised averages across all IDS tests and all ADK tests, performance remained significantly correlated: (2013 cohort: r (53) = .667, P < .001; 2014 cohort: r (50) = .700, P < .001). Conclusions The results of this study show that the students’ knowledge of basic sciences correlates with their applied dental knowledge and may offer a predictive value. These findings may be attributed to a PBL curriculum and student‐led learning at our school.