Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class
10.5933/JKAPD.2018.45.3.280
- Author:
Min Jin KIM
1
;
Ji Soo SONG
;
Teo Jeon SHIN
;
Young Jae KIM
;
Jung Wook KIM
;
Ki Taeg JANG
;
Sang Hoon LEE
;
Hong Keun HYUN
Author Information
1. Department of Pediatric Dentistry, School of Dentistry, Seoul National University, Seoul, Korea. hege1@snu.ac.kr
- Publication Type:Original Article
- Keywords:
Role-play;
Participation learning;
Satisfaction;
Behavior management
- MeSH:
Humans;
Learning;
Parents;
Pediatric Dentistry
- From:
Journal of Korean Academy of Pediatric Dentistry
2018;45(3):280-289
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry.93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test.68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores.Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups.Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.
