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Use of the Blackboard online learning environment for collaborative, selfdirected projects David Dym

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Use of the Blackboard online learning environment for ... Caries. Health. Gingivitis. Periodontitis. Learning about dental plaque in the BDS programme ... – PowerPoint PPT presentation

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Title: Use of the Blackboard online learning environment for collaborative, selfdirected projects David Dym


1
Use of the Blackboard online learning environment
for collaborative, self-directed projectsDavid
DymockSenior Lecturer in Oral MicrobiologyChairm
an, Dental Education Committee
2
Plan of talk
  • The old BDS curriculum
  • Special study elements
  • Library projects
  • Online projects
  • The new BDS curriculum
  • Research concepts, methodologies and project

3
Structure of the old Bristol BDS programme
Year 1 2 3
4 5
Weeks 30 30
42 42 42
  • Introductory fortnight ? Oral anatomy,

  • biochemistry, physiology

Topic teaching
  • ? Human disease ? Oral
    disease
  • ? Basic Medical ? Pathology
    (O
    med,path,micro,rad)
  • Sciences Microbiology
    (OMFS)
  • ? Anatomy ? Pharmacology
  • ? Biochemistry
  • ? Physiology ? Biomaterials
    Science
  • ? Basic Dental Techniques
    Advanced
  • Elective
  • ? Dentist in society
  • ? Law ethics ? Dental pub
    health, health/society
  • ? BLS ILS
  • ? Introduction to Clinical dentistry

A E
? Didactic teaching teaching divisions
Elective
outreach
Clinical Practice in teaching divisions CDH,
Restorative, OMFS Oral Med,Path Micro
? Special Study Elements
Individual clinical teaching logbooks
2nd BDS
3rd BDS
Final BDS I
Final BDS II
Continuous assessment
4
Special Study Element choices
  • Modern Language
  • Spanish
  • French
  • Italian
  • German
  • British Sign Language
  • Project
  • Laboratory
  • Library
  • Blackboard online projects

5
Library projects
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Communication
WWW links
Presentations
Using Blackboard
Storing information, pro-formas, etc
Online assessment Feedback
Reading
Timetables
9
Constructing online projects
  • Utilise Blackboard facilities to run the
    project
  • Self-explanatory structure within bespoke project
    sites
  • E-mail
  • WWW links
  • Discussion board
  • Digital dropbox
  • Feedback
  • Require 3-6 students
  • Encourage both independent study and teamwork
  • Each individual benefits from efforts of others
    in the project group
  • Offer different topics
  • Dental plaque (DD)
  • Oral cancer (Angela Hague)

10
Microbiology and dentistry
11
Dental plaque can lead to disease
Gingivitis
Health
Caries
Periodontitis
12
Learning about dental plaque in the BDS programme
  • Year 1
  • General Biochemistry
  • Year 2
  • Oral Biology
  • Years 3-5
  • Clinically-orientated teaching units

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Marketing the project
  • Presented at Year 2 introductory lectures
  • Registered all students before SSE choices made
  • Provided detailed information within site

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Project tasks
  • Each student to read and review a paper relating
    to dental plaque on a fortnightly basis
  • Submit reviews to discussion board and digital
    dropbox
  • Read and comment on reviews by others
  • Repeat tasks 1, 2 3 six times
  • Provide a PowerPoint presentation to the group
  • Assistance provided through the site

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The Discussion Board
  • Review submission
  • Communication
  • Asking and answering questions
  • Making comments
  • Providing links to relevant documents/internet
    links
  • Filing cabinet

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Completing the project
  • 2004-05
  • 3 students
  • 18 papers reviewed
  • 3 oral presentations
  • 3 reports
  • 2 merits, 1 pass
  • Feedback obtained
  • 2005-06
  • 4/5 students completed
  • 27 papers reviewed
  • 4 oral presentations provided
  • 1 distinction, 3 merits
  • Feedback obtained

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What did you feel were the benefits of choosing
the Dental Plaque Project?
  • Student 1
  • I flet more responsable for the ammount of work I
    did. Rather than being forced to hand work in
    (lots of 2nd 3rdBDS felt like being at school
    again), you worked because you had an interest in
    the subject and were pretty much left to get on
    with it.
  • Constant use of athens and pubmed trained us how
    to get the best out of these resources, therefore
    aiding other projects I have done since.
  • Student 2
  • Not only was the project interesting with the
    oppurtunity to explore areas of personal interest
    in the particular area, it also benefited us all
    in the oral biochemistry element of 3rdBDS. The
    discussion board was used well and was noted by
    all as being a very valuble tool for the future.
    Also it was of enormous beefit to gain experience
    using online journals. This made the oral
    physiology library project research finding
    really straight forward.

56
What did you feel were the benefits of choosing
the Dental Plaque Project?
  • Student 3
  • The freedom to choose the subjects to read up on
    made this unit unique to the rest of the course,
    it allowed me to read up on subjects that I was
    interested in. The main benifit to me was at the
    end of it I could read and summerise papers,and
    this has already helped with other subjects.
  • Student 4
  • really useful to learn how to search on the
    multiple databases, very useful for the phys lib
    project later in the 2nd year.
  • Student 4 (ctd)
  • also learned how ot be critical about information
    of papers...in essence thinking a little about
    whay was written,. not just accepting it as
    gospel. 
  • o and i widened my base of awareness of dental
    plaque..will be useful in coming years im sure
  • i was able to get on with research and writing on
    my own, i didnt need to go to a class room at
    such and such a time. i like this independence.
    the deadlines were there so i worked to them at
    my own pace.

57
What did you feel were the possible disadvantages
of choosing this project?
  • The other subjects for SSE allowed the students
    to get away from dentistry which could be seen as
    a refreshing break.
  • One could not have the oppurtunity to explore a
    new subject such as sign language. I haven't had
    the oppurtunity to do this before and it would
    have been interesting.
  • i didnt think there were any

58
Feedback improving transferable skills
59
Feedback workload, BDS linkage
60
Did you feel that the assessment of the project
and marking scheme used reflected the work put
into the various components?
  • Pretty spot on in my opinion
  • I would have prefered a little more weight
    towards the presentation (including the acual
    delivery). Other than that distrubution of marks
    seemed fine
  • I found it difficult to find something
    intelligent to say about each of the other
    peoples papers and I dont think it reflected the
    time spent reading them but it was worth while.
  • the comments on the disscusion board were to
    highly weighted and the presentation too lightly
    weighted.

61
Did the Blackboard site give you the information
you required to successfully complete your work
for the project? If not, please provide
suggestions for change.
  • yes it did
  • The only problems that I encounted through the
    project were
  • My own time management (my fault)
  • Nasty journals wanting 30 for a paper.
  • I dont think that these could be solved so no.
  • yes it did
  • it was fine, and the links were very useful

62
What did you think of the help and instruction
given by the lecturer? Were there specific areas
where more assistance or advice would have been
beneficial? How useful were the group meetings?
  • meeting were useful as they were only really to
    see how we were gettinh along and to jolt us into
    doing a bit more work here and there. help and
    advice given was helpful.
  • Group meeting were of good use. Made sure we were
    all singing off the same hymn sheet and they
    addressed any problems we had.
  • The few group meetings we had were helpful but
    were short so walking in for them and nothing
    else on occasions were inconvenient.
  • Dr Dymock watched over the project offered advice
    and suggestions when needed. But pretty much left
    us to get on with it. I think we all
    appreciated this approach. If there are other
    ways of getting papers for free that would have
    been useful. 

63
If you have any other comments on the Dental
Plaque project or possible future use of
Blackboard for similar literature-based and
discussion board-reported projects on a wider
range of dentistry-related topics please provide
them below.
  • I think this project was really useful to
    dentists (a lot more than being able ask for
    shoes in german) and was the best choice for the
    open unit. I gained a lot from it and think is a
    very good idea. Thank you for the help
  • nothing to say except ot should be done
    again....i cant see why is wouldnt be useful to
    have a small thing like this running through the
    whole 5 years. this would get students into the
    habbit of finding out about changes in dentistry
    and increase their knowledge of dentistry
    holisticaly. i would like something like that.

64
Pros and cons of Bbd online projects
  • Pros
  • 21st century approach
  • Monitoring progress
  • Transferable skills
  • Independent study
  • Individuals benefit from group effort
  • Feedback is positive
  • Plagiarism detection
  • Cons
  • Set-up
  • Marketing essential
  • Not every article available electronically
  • Sufficient numbers required

65
Reviewing the curriculum
  • Reviewed 2005
  • Pressure on year 2
  • Students want earlier patient contact
  • Electives
  • Safety considerations?
  • Educational value?
  • GDC First Five Years
  • Validated spring 2006
  • Implemented autumn 2006

66
Popularity of SSE options since 2001-02
67
Teaching hours Year 2 BDS 2004-05
ML - 48 hours BSL - 60 hours
68
The First Five Years
  • THE CONTINUITY OF DENTAL EDUCATION
  • 12. The primary dental degree or diploma
    represents only the first stage in an educational
    continuum which should last throughout a
    dentists practising life. Graduation is usually
    followed at an early stage by a period of
    vocational training which under current proposals
    may evolve into a two-year period of general
    professional training. Some dentists may then
    choose to undertake a period of specialist
    training. Beyond these formal educational
    arrangements, the dentist will be required to
    undertake a minimum amount of continuing
    professional development as a condition of
    maintaining registration with the GDC. The
    curriculum must prepare students to undertake
    self-directed learning throughout their
    professional lives.

69
The First Five Years
  • THE EDUCATIONAL ENVIRONMENT
  • 31. The university will also provide library
    facilities and information technology resources.
    These should be sufficient to enable all dental
    students to undertake guided self-learning.
    Formal instruction should be given in the use of
    personal learning techniques, such as
    computer-assisted learning, with emphasis on the
    developing area of health informatics.

70
The First Five Years
  • ELECTIVE STUDIES
  • 108. It is desirable, though not essential, for
    dental students to visit other dental schools or
    dental clinical centres, either in the United
    Kingdom or abroad, during the period of clinical
    study. The main objective should be to broaden
    the undergraduates education by exploring the
    dental problems and dental management systems in
    another context. As far as possible, curricula
    should be designed to facilitate opportunities
    for elective studies. Elective visits might be
    arranged around a project consisting of either
    audit or research, and the results should be
    presented on return by students in written form
    or verbally before an audience.

71
Bristol BDS programme structure from 2006
Year 1 2
3 4 5
Weeks 30 38
42 42
42
? Introductory fortnight
? Oral Biology
?Human disease
  • ? Basic Medical ? Pathology
  • Sciences Microbiology
  • ? Anatomy ? Pharmacology
  • ? Biochemistry ? Social
    dentistry
  • ? Physiology ? Biomaterials
    Science
  • ? BLS ILS
    ? Basic
    Dental Techniques Advanced
  • ? Clinical Foundation
  • Elements
  • Dental assisting
  • Disability special needs
  • Clinician-patient interface
  • Anxiety and pain control
  • and conscious sedation
  • Periodontology
  • Radiation protection
  • Research concepts,

?Oral disease
A E
Symposia Basic clinical sciences
? Didactic teaching teaching divisions -
integrated
Clinical Practice Outreach Integrated adult and
child dental care
Record of achievement reflective portfolio
personal and professional development
Continuous Assessment Yr1 Yr
Yr3 Yr4
Final BDS
72
Research concepts, methodologies and project
(Year 2)
  • Lecture course
  • History and Philosophy of Science
  • Evidence-Based Medicine/Dentistry
  • Epidemiology
  • Questionnaire Design
  • Data analysis and Presentation
  • Qualitative Research
  • Writing a Protocol
  • Ethics
  • Statistics
  • Clinical trials in dentistry
  • Dissemination of data
  • Dental research symposium

73
Research concepts, methodologies and project
(Years 3 4)
  • Project preparation through Blackboard-based site
  • Compulsory for all students
  • Literature searching, reviewing, reporting,
    discussing
  • Termly rotations of topics
  • Choice of topics based on academic interests of
    staff
  • Discussion board-based group work
  • Team-working towards projects
  • Database of approved centres for projects
    (UK/abroad)
  • Project
  • Group decisions on topics
  • Individuals contribute to totality
  • Peer marking

74
Acknowledgements
  • Angela Hague
  • Learning Technology Support Service
  • Julian Cook, Andy Ramsden
  • Centre for Medical Education
  • Jane Williams, Dominic Alder
  • Lis Jones
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