PubMed · 276184
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B Stephanopoulos-Brettos. [Educational reform].. https://pubmed.ncbi.nlm.nih.gov/276184/
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This two part paper takes a look at the ancient institution of apprenticeship. As stated in the introduction to the first part,(1) it regards the conventions of the scheme as having had a positive influence on the morality, legal identity, and professional allegiance of dentists during the ethical development of their profession in the nineteenth century. The first paper looked at the particular application of apprenticeship through the evidence of indentures in the BDA museum. This second paper enlarges on the view that the wider social institution of apprenticeship was at least in part responsible for the development of the ethics of the dental profession.
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The purpose of this study was to examine the effect of case segmentation schemes in problem-based learning (PBL) on the development of problem-solving skill, self-directedness and technical knowledge. Seventy-four dental education students were randomly assigned to 12 PBL groups. Six groups experienced PBL cases that were formatted in short segments and six groups experienced PBL cases that were formatted in long segments. Pretest measures of problem-solving skill, self-directedness and technical knowledge were administered at the beginning of the Fall 1998 semester. Students studied three PBL cases in their assigned groups in the ensuing semester. Posttest measures were administered at the conclusion of the semester. Analysis of the data found that students who experienced PBL with a short case segmentation scheme were better able to solve problems highly similar to the problems in the teaching cases than students who experienced PBL with a long case segmentation scheme. No significant differences were found for self-directedness, technical knowledge, or ability to solve problems distinctly different from the teaching cases. Explanations of these findings and their implications for research and practice in PBL are discussed.