Question Formulation Skills Building Among Dental Hygiene Students
A Randomized Controlled Trial
DOI:
https://doi.org/10.18060/28153Palabras clave:
Evidence Based Practice, Question Formulation, Participant Contamination, Educational Measurement, Dental Hygiene Education, Educational RubricsResumen
PURPOSE:
Research Question: How much training do Dental Hygiene students require in order to use the question formulation rubric effectively: a brief 5-minute overview or a 25-minute training that includes a student peer assessment application exercise?
METHODS:
Randomized controlled trial. All pre-randomized 24 students took the question formulation pre-test on the first day of the course on January 22nd. As expected, there were no statistical differences between the Intervention or Control group pre-test scores. The instructors administered the post-test on February 19th after the Intervention group had received the training and rubric with the Control group only having received the rubric with a brief explanation.
RESULTS:
The investigators employed a paired t-test to analyze the pre- and post-test score differences for each student in the Intervention and Control groups. Surprisingly, the students' average post-test scores were 41.75 for the Control group and 43.67 for the Intervention group on a 70-point scale, which were not markedly different. Apparently, some contamination occurred.
CONCLUSIONS:
Additional analysis suggests that dental hygiene students benefit by experiencing extra instruction, with the cautionary caveats that this study was limited by some contamination and that it took place during the Covid-19 era.
Citas
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