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Science Knowledge (science + knowledge)
Selected AbstractsBasic science knowledge of dental students on conventional and problem-based learning (PBL) courses at LiverpoolEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2001K. S. Last This cross-sectional study investigated performances of two consecutive cohorts of second year dental students on completion of a conventional didactic course and two succeeding cohorts of second year dental students on a recently introduced problem-based learning (PBL) course at The University of Liverpool School of Dentistry. A 40 part true/false questionnaire tested recall of factual knowledge in anatomy, biochemistry, oral biology and physiology. The results showed no significant difference in the total scores when negatively marked between the conventional and PBL course groups but higher total scores in the PBL groups when positively marked. Performances in anatomy, oral biology and physiology did not differ between the groups when negatively marked but the scores of the conventional course groups in biochemistry were significantly lower than the others. With positive marking biochemistry scores were not significantly different but all other subjects were significantly higher in the PBL course groups. The PBL course groups offered fewer blank responses than the conventional course groups but the ratio of correct to incorrect responses, for both definite and intelligent guess responses, were similar in these groups. The compositional profile of the study groups was similar with respect to educational background but the PBL course groups included more females and more older students. The results of this study show that the overall knowledge recall in the basic sciences by dental students on PBL or conventional didactic courses does not differ and may be helpful to those considering the introduction of PBL into the curriculum. [source] The value of a questionnaire in assessing the acquisition and retention of basic science knowledge by dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2000K. S. Last This cross-sectional study aimed to assess and compare, by performances in a questionnaire, the level of knowledge of basic medical sciences in 6th-form school pupils studying science subjects as entrance requirements to University and in 2nd, 3rd and 4th-year undergraduate dental students. A 40-part multiple response, true/false questionnaire, testing recall of factual knowledge in anatomy, biochemistry, physiology and oral biology, was used as the method of assessment. The results suggested that this simple format was an acceptable and useful method of assessment of the knowledge level of the study groups. The difference in scores of knowledge, expected to be higher in 2nd-year students compared to 6th form groups, was greatest in anatomy and oral biology, less in biochemistry and, unexpectedly, was not apparent in physiology. A difference in performance on the knowledge questionnaire was observed between 4th and 2nd year dental students, attributable primarily to decreased scores for 4th year dental students in biochemistry and, to a lesser extent, anatomy. The results obtained with this standardised test of factual knowledge recall may be of value to teachers compiling medical sciences courses for dental undergraduates and to those planning and evaluating new curricula with a less didactic approach. [source] Social Science, Geophilosophy and InequalityINTERNATIONAL STUDIES REVIEW, Issue 2 2002Michael J. Shapiro This chapter begins with a treatment of the inauspicious debut of social science in Hawaii, noting how it aided and abetted colonization. However, although much of the analysis is aimed at elucidating current political issues in Hawaii, its organizing concern is with a general critique of the historical role of social and political science "knowledge." Accordingly, much of the chapter deals with a trajectory of discourses on political analysis, nation,building, and equality throughout the twentieth century, to which the primary contributions have been from American social science. Finally, I turn to a way of theorizing inequality that challenges the predicates of state,centric discourses on rights and equality before the law. [source] Challenges Influencing The Future Of Endodontics.AUSTRALIAN ENDODONTIC JOURNAL, Issue 3 2001New Technologies For Endodontic Education ABSTRACT The major challenge of contemporary dental education is teaching students to transfer their acquired knowledge from one setting to another. New technology-based educational tools such as IMPACT, Interactive Multimedia Patient Case Tutor, developed at the Virginia Commonwealth University School of Dentistry, can assist in this educational paradigm shift by teaching students basic science in the context of patient dental problems. The interactivity of technology as used in the IMPACT program links students' basic science knowledge base to the description, understanding and solution of patient problems. [source] | ||||||||||