"Perception on innovative teaching methodologies among dental students and faculties": An institution-based study

• Published in: Journal of forensic dental sciences Vol. 15; no. 1; pp. 11 - 14
• Main Authors: Sudarvizhi, T., Prabhu, Sudeendra, Smitha, K., Nayak, Shruti, Jose, Maji
• Format: Journal Article
• Language: English
• Published: India Wolters Kluwer - Medknow 2024; Medknow Publications & Media Pvt. Ltd
• Edition: 2
• Subjects: Chi-square test; Cognition & reasoning; Colleges & universities; Impact analysis; Learning; Modernization; Original Article; Perception; Problem based learning; Statistical analysis; Statistical tests; Students; Teaching methods
• ISSN: 0975-1475; 0975-2137
• DOI: 10.4103/jfds.jfds_8_24

ABSTRACT Introduction: In this digitalized innovative world, we the health-care professionals are also encountering changes and modernizations. Consequently, educational institutions are also looking for innovative pedagogy which may enhance the student's cognitive skills and self-learning techniques more healthily even in this enduring COVID-19 pandemic. Aims: The aim of this study was to evaluate the perception on innovative teaching methodologies among the dental students (undergraduates and postgraduates) and faculties of our institution. In our institution, some innovative methods were introduced in teaching since 5 years. Settings and Design: The study was conducted in the Yenepoya Dental College, Mangalore, and it is a cross-sectional study. Materials and Methods: In our institution, some innovative methods were introduced in teaching since 5 years. Based on this, a descriptive study was conducted with an enclosed sample size of 118. A self-administered and validated questionnaire of 10 questions is distributed through email and Whatsapp as Google Forms for data collection. Statistical Analysis Used: Chi-square test and descriptive statistics were applied in this study for determining the perceptions of students and faculties toward e-learning. Frequencies and percentages will be computed for demographics. Results: The response rate was 98.9%. According to our survey, the majority of the subjects believed that learning through innovative methodologies is more helpful and effective. About 60.8% of subjects felt case-based/problem-based learning are more important in terms of critical thinking. The P = 1.121 which indicates a positive correlation. The Crammer's V value in this study was 0.245 indicating moderately strong association. The residual analysis value is +2.7 which indicated that there are more faculties than expected that have a strong positive impact toward innovative methods of teaching when compared to that of the student category. Conclusions: In this study, we would like to conclude that hybrid teaching methods, which include both traditional face-to-face interaction and innovative teaching methods, will be more effective than traditional/innovative teaching methods alone.