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Biomedical subjects

K W Hinkelman

Publications and source records attributed to K W Hinkelman.

7 recordsLinked to original sources
PubMed1976

Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry.

In comparing two methods of instruction, one must be cautious about forming conclusions because of certain variables which can influence results. Such variables are differences in populations, in instructor effectiveness, and in availability of instructional aids. The comparison does, however, demonstrate differences between the two groups. The fact that the entire class taught by the modified course passed the proficiency examination after nine trials, compared to 12 for those from the traditional course, is not in itself significant. The impressive fact is that in the early trials the rate of students who qualified for clinical practice was nearly doubled in the learning theory group. This might imply that the learning theory group demonstrated a greater degree of problem-solving ability because of opportunities for discovery learning within the course. Since both classes were given the proficiency examination approximately two-and-a-half months after they had completed the preclinical course, it would seem that the learning theory design resulted in retention of the objectives of the course by a significant number of students. Consequently, it is the authors' opinion that the learning theory design provided a more effective method of instruction. Clinical operative dentistry consists of highly intricate procedures which for their successful completion require complex psychomotor responses in the operator. Therefore a program of instruction in operative dentistry must be highly effective. When such a program is organized, utilization of learning theory principles, especially those of skill learning, may aid in achieving this goal.

Dental Cavity Preparation↗
PubMedDate not supplied

A comparison of two teaching simulations in preclinical operative dentistry.

The purpose of this study was to determine whether a ceramic tooth would be as effective as a natural tooth in teaching preclinical operative skills. Subjects consisted of all second-year students enrolled in a preclinical inlay course. Students were classified into high- and low-dexterity groups, randomly assigned to one of the tooth simulators, taught the same four procedures, and asked to keep a log of the amount of time spent on each. All students participated in a practical examination that consisted of preparing a cavity for a gold casting using a resin tooth. There were no statistically significant differences between students who prepared natural teeth and those who prepared ceramic teeth for either the qualitative practical examination score or the amount of preparation time required. High-dexterity students achieved significantly higher scores on the practical than did low-dexterity students, whether practicing on natural or ceramic teeth. The MOD onlay required significantly more time to complete than did any of the other preparations on both natural and ceramic tooth simulators. Written evaluations of the ceramic simulators revealed that students perceived ceramic teeth to be as good or better than natural teeth because of their anatomic uniformity.

Analysis of Variance↗