Students' perceptions of vertical and horizontal integration in a discipline-based dental school

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dc.contributor.author Postma, Thomas Corne
dc.contributor.author White, John G.
dc.date.accessioned 2017-05-12T08:51:48Z
dc.date.issued 2017-05
dc.description.abstract INTRODUCTION : Integration is a key concern in discipline-based undergraduate dental curricula. Therefore, this study compared feedback on integration from students who participated in different instructional designs in a Comprehensive Patient Care course. METHODS : The study was conducted at the University of Pretoria (2009–2011). Third-year cohorts (Cohorts A, B and C) participated in pre-clinical case-based learning,whilst fourth-year cohorts (Cohorts D and E) received didactic teaching in Comprehensive Patient Care. Cohorts A, D and E practised clinical Comprehensive Patient Care in a discipline-based clinic. Cohort B conducted their Comprehensive Patient Care patient examinations in a dedicated facility supervised by dedicated faculty responsible to teach integration. Students had to indicate on visual analogue scales whether the way they were taught at the school helped them to integrate knowledge from the same (horizontal integration) and preceding (vertical integration) year of study. The end-points of the scales were defined as ‘definitely’ and ‘not at all’. Analysis of variance (ANOVA) was employed to measure the differences between cohorts according to the year of study. RESULTS : Third-year case-based learning cohorts rated the horizontal integration close to 80/100 and vertical integration ranging from 64 to 71/100. In year four, Cohort Brated vertical and horizontal integration 9–15% higher (ANOVA, P < 0.05) than Cohorts A and D. In year five, Cohort A rated vertical and horizontal integration 11–18% higher (ANOVA, P < 0.05) than Cohorts D and E. CONCLUSION : Pre-clinical case-based learning and Comprehensive Patient Care supervised by dedicated faculty were associated with more favourable perceptions about integration in the discipline-based undergraduate dental curriculum en_ZA
dc.description.department Dental Management Sciences en_ZA
dc.description.embargo 2018-05-31
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, 'Students' perceptions of vertical and horizontal integration in a discipline-based dental school', European Journal of Dental Education, vol. 21, no. 2, pp. 101-107. en_ZA
dc.identifier.issn 1396-5883 (print)
dc.identifier.issn 1600-0579 (online)
dc.identifier.other 10.1111/eje.12186
dc.identifier.uri http://hdl.handle.net/2263/60338
dc.language.iso en en_ZA
dc.publisher Wiley en_ZA
dc.rights © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd . This is the pre-peer reviewed version of the following article : Students' perceptions of vertical and horizontal integration in a discipline-based dental school, European Journal of Dental Education, vol. 21, no. 2, pp. 101-107, 2017. doi : 10.1111/eje.12186. The definite version is available at : http://onlinelibrary.wiley.comjournal/10.1111/(ISSN)1600-0579. en_ZA
dc.subject Clinical reasoning en_ZA
dc.subject Integration en_ZA
dc.subject Dental education en_ZA
dc.subject Case studies en_ZA
dc.subject Simulation en_ZA
dc.subject Basic medical sciences en_ZA
dc.title Students' perceptions of vertical and horizontal integration in a discipline-based dental school en_ZA
dc.type Postprint Article en_ZA


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