Developing students' clinical reasoning skills : correlates of perceived relevance of two teaching and learning approaches

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dc.contributor.author Postma, Thomas Corne
dc.contributor.author White, John G.
dc.date.accessioned 2017-05-02T10:26:09Z
dc.date.issued 2017-02
dc.description.abstract INTRODUCTION : “Relevance” is a key concept in adult learning. Hence this study sought to examine students perceptions of relevance of the teaching and learning in relation to different instructional designs employed in a Comprehensive Patient Care (CPC) course that aims to develop integrated clinical reasoning skills. METHODS : Third to fifth year students (2009-2011) were asked to anonymously rate the relevance of the CPC instructional design (RELID) they participated in by means of visual analogue scales at the School of Dentistry, University of Pretoria. They were also asked to rate their perceptions of the alignment between teaching and learning and outcomes (ATLO), assessments contribution to learning (ACL), course organisation (CO) and lecturer competence (LC). RELID served as the outcome measure in stepwise linear regression analyses. ATLO, ACL, CO, LC and the instructional design (case-based learning (CBL)=1 and discipline-orientated lecture-based teaching (DOLBT)=0) served as the co-variables for each of the years of study. RESULTS : The analysis showed positive correlations between RELID and ATLO and between RELID and ACL for all the years of study. RELID was associated with LC in year three and four and CO was associated with RELID in year four and five. CBL outperformed DOLBT in terms of perceived relevance of the teaching and learning. CONCLUSION : The results suggest that there are correlations between RELID and indicators of constructive alignment, LC and CO. The teacher's philosophy appears to have a distinct influence on students‟ perceptions of the relevance of teaching and learning. en_ZA
dc.description.department Dental Management Sciences en_ZA
dc.description.embargo 2018-02-28
dc.description.librarian hb2017 en_ZA
dc.description.uri http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1600-0579 en_ZA
dc.identifier.citation Postma, TC & White, JG 2017, 'Developing students' clinical reasoning skills : correlates of perceived relevance of two teaching and learning approaches', European Journal of Dental Education, vol. 21, no. 1, pp. 52-57. en_ZA
dc.identifier.issn 1396-5883 (print)
dc.identifier.issn 1600-0579 (online)
dc.identifier.other 10.1111/eje.12178
dc.identifier.uri http://hdl.handle.net/2263/60153
dc.language.iso en en_ZA
dc.publisher Wiley en_ZA
dc.rights © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd. This is the pre-peer reviewed version of the following article : Developing students' clinical reasoning skills : correlates of perceived relevance of two teaching and learning approaches, European Journal of Dental Education, vol. 21, no. 1, pp. 52-57, 2017. doi : 10.1111/eje.12178. The definite version is available at : http://onlinelibrary.wiley.comjournal/10.1111/(ISSN)1600-0579. en_ZA
dc.subject Relevance en_ZA
dc.subject Authenticity en_ZA
dc.subject Clinical reasoning en_ZA
dc.subject Teaching philosophy en_ZA
dc.subject Constructive alignment en_ZA
dc.subject Comprehensive patient care (CPC) en_ZA
dc.subject Alignment between teaching and learning and outcomes (ATLO) en_ZA
dc.subject Assessments contribution to learning (ACL) en_ZA
dc.subject Course organisation (CO) en_ZA
dc.subject Lecturer competence (LC) en_ZA
dc.title Developing students' clinical reasoning skills : correlates of perceived relevance of two teaching and learning approaches en_ZA
dc.type Postprint Article en_ZA


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