Teaching Epidemiology to Postgraduate Dental Students

1
Teaching Epidemiology to Postgraduate Dental
Students A Learning Outcomes Approach H.
Whelton, University College Cork, Ireland
Introduction
Results
Figure 2 contd.
Figure 1 MDPH Epidemiology 1 Learning Outcomes
Prior to application of Blooms (1956) Taxonomy
of Learning Objectives
Skills in the practice of dental public health
are of particular relevance to the 350 salaried
dentists who are employed by the Health Services
Executive (HSE) dental services. These dentists
have the opportunity to improve the oral health
of large groups of people through well designed
approaches and programmes. The taught masters
programme in dental public health (MDPH) in UCC
is designed to equip practitioners with the
skills necessary to impact on population health.
The programme is a two year half time
interdisciplinary programme. One of the six
modules taught in the first year of the programme
is Epidemiology. The Epidemiology course was
originally designed in 1997 and learning outcomes
for the subject were developed without recourse
to the educational literature on how to develop
learning objectives. The original course content
was devised following consultation with the
stakeholders involved in the funding, design,
management and delivery of dental public health
services in Ireland. It was also informed by
consultation with other course directors and
study of syllabus for similar courses
internationally. Feedback from students since
1997 had been used to adapt and develop the
course content. The content of the course was
therefore not an issue. However, the documented
learning outcomes had not been changed since the
outset and did not accurately reflect the
achievements of the students during the course.
Thus the students were actually achieving more
than stated by the learning outcomes. It was
therefore decided to revisit the stated learning
outcomes and document the actual learning
outcomes with greater clarity. Objectives To
adapt and develop the stated learning outcomes
for the course so that they express the actual
learning objectives more explicitly and clearly
using Blooms (1956) taxonomy of learning
objectives. To consult with students on the
course to determine their perceptions of the
revised learning outcomes.
Figure 2 Learning Outcomes for Epidemiology
according to Blooms (1956) taxonomy of learning
objectives.
Feedback from course participants The course
participants were shown the new learning outcomes
and asked for feedback. Without exception, the
students were very positive. Some examples of
feedback
The outcomes are well thought out, achievable
and goal orientated, practical and focussed on
skills at work Very comprehensive. I feel as
though Ill be an expert in epidemiology if I
achieve them all by the end of the academic year.
Im very happy to report that in reality I can
see many of the outcomes have already been
achieved both by the group as a whole and myself
individually. I think the assignments have a huge
part to play in achieving our progress towards
these objectives. Makes learning easier It is
realistic and feels feasible and not
overwhelming, very positive
Methods
A review of the literature indicated that
Benjamin Blooms Taxonomy of Learning Objectives
(1956) was most suited to the expression of the
diverse competencies achieved on the course. The
original learning objectives (Figure 1) were
assessed for validity, i.e. were they expressing
competencies that were actually expected of those
completing the course, and categorised according
to Blooms Taxonomy. The course content was then
scrutinised to determine what other competencies
were being developed and whether these were
intended and desirable. These extra competencies
were then categorised according to Blooms
Taxonomy and documented with the original
objectives, (Figure 2). Finally, to test the
acceptability of the revised learning objectives,
they were shared and discussed with the 9
students currently participating in the course.
Students were asked at the end of the discussion
to write a 1 minute essay on their perception of
the new Learning outcomes for the module.
Figure 3. Some course participants
Discussion
Redevelopment of learning outcomes using Blooms
Taxonomy of Learning Objectives resulted in a
more extensive list of learning outcomes with the
addition of outcomes in the Affective and
Psychomotor domains. These outcomes, although
previously required and achieved, were not
stated. The newly developed learning outcomes
capture the value of the course in a much more
explicit way so that participants and funding
agencies have a clearer idea of what the course
can be expected to provide. The feedback from
course participants indicated they appreciated
and valued the learning outcomes, pride in the
fact that they would achieve these outcomes was
also evident.
Conclusion
Application of Blooms Taxonomy of learning
Objectives to the development of Learning
Outcomes for Postgraduate students in
Epidemiology was a valuable exercise.
WHO Collaborating Centre for Oral Health Services
Research, University Dental School and Hospital,
Wilton, Cork, Ireland. Email h.whelton_at_ucc.ie