Abstract
Background: Dundee Dental School introduced the 4D curriculum (Dentistry @ Dundee Driven by Discovery) in 2018, which reflects the aim of developing motivated, lifelong learners and provides early clinical experience for students. The Discovery Week (DW), as part of the 4D curriculum, was designed to provide space for early year BDS and BSc students to spend a week to identify their interested topics outside of the curriculum and to develop their projects using self-directed learning and team-based approach. Students are asked to give a short project presentation in a creative way at the end of the week and a learning journey report.
Aims: The aim is to provide an overview of students selected topics and presentation delivery format as well as to report student feedback about their DW experience.
Methods: The DW is designed in the curriculum for the BDS and BSc students during the first 2 years. Students are encouraged to form a small group and work together to identify their shared interested topics outside of the curriculum. During the DW, students will spend most of the week on developing their projects through self-directed learning. The project topics and presentation formats are analysed thematically. Feedback is analysed using student reports.
Results: Among 32 student group projects, the topics showed various interests of early year students ranging from forensics, veterinary, archaeology to children’s oral health and technology. The presentations delivered have shown the creative and artistic talents of students. These include animations, performing music, poetry, film and drawing. Students reflected positive self-directed and peer learning experience. Some reported beneficial effect on their wellbeing.
Conclusion: The topics and presentation formats have demonstrated creativity, inquisitiveness, and engagement of BDS and BSc students in early years. Students reflected positively on their self-directed learning, peer learning and wellbeing.
Aims: The aim is to provide an overview of students selected topics and presentation delivery format as well as to report student feedback about their DW experience.
Methods: The DW is designed in the curriculum for the BDS and BSc students during the first 2 years. Students are encouraged to form a small group and work together to identify their shared interested topics outside of the curriculum. During the DW, students will spend most of the week on developing their projects through self-directed learning. The project topics and presentation formats are analysed thematically. Feedback is analysed using student reports.
Results: Among 32 student group projects, the topics showed various interests of early year students ranging from forensics, veterinary, archaeology to children’s oral health and technology. The presentations delivered have shown the creative and artistic talents of students. These include animations, performing music, poetry, film and drawing. Students reflected positive self-directed and peer learning experience. Some reported beneficial effect on their wellbeing.
Conclusion: The topics and presentation formats have demonstrated creativity, inquisitiveness, and engagement of BDS and BSc students in early years. Students reflected positively on their self-directed learning, peer learning and wellbeing.
| Original language | English |
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| Publication status | Published - 25 Aug 2023 |
| Event | ADEE annual conference Liverpool : Collaborative Education in a Digital Era - Liverpool Duration: 23 Aug 2023 → 25 Aug 2023 |
Conference
| Conference | ADEE annual conference Liverpool |
|---|---|
| Period | 23/08/23 → 25/08/23 |