1. education

Enhance Preclinical Lab with Self-Directed Learning Activities
Leila Dickinson, RDH, M. Ed. and Claire Tucker, RDH, M.Ed.
University of Arkansas For Medical Sciences, College of Health Professions, Dept. of Dental Hygiene
INTRODUCTION
As a dental educator, understanding the adult
learner is critical for teaching clinical skill
development. Instructors must realize that
each student learns in different ways and at a
different pace. The concept that adults learn
differently has initiated a new form of teaching
and learning where learning is self-directed,
and the teacher is viewed as a facilitator of
learning. Self-directed learning (SDL) allows
the student to be a partner in the learning
process and emphasizes teaching the adult
learner “how to learn.” It challenges the
student to be more engaged in the learning
process and become an educational partner.
SELF-DIRECTED LEARNING ACTIVITIES (SDL)
Instructional Videos- Students watch instructional videos and complete skill sheet exercises
at their own pace. This allows each student to be self-directed and take responsibility in the learning
process.
Cell Phone Recordings – Students
record and evaluate a specific skill performed
by a student partner. This recording is used for
both peer and self-evaluation. This provides
the student an opportunity to become aware of
his or her own strengths and weaknesses.
Peer Teaching and Evaluation-
Students complete a detailed skill activity
sheet with a student partner while teaching
and evaluating the student’s
performance. This gives each student
immediate feedback and encouragement.
METHODS
Pre-clinic lab is divided into two sections. Section A is conducted traditionally with instructor
guided skill development at a 1:3 instructor/student ratio. Section B is the SDL lab where students
are given activities that are self-directed, skill-specific, and goal-oriented. These activities include
instructional videos, skill sheet exercises, and self- and peer evaluation of clinical skills being
developed in the lab sessions.
CONCLUSION
RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
SDL activities call for a student to demonstrate self-motivation, determination, and responsibility
which are the driving factors behind self-directed learning. Through the process of instructor, peer,
and self-evaluation, students are provided the opportunity to become aware of their strengths and
weaknesses. Research confirms that students may learn better from their peers because they feel
more comfortable. Also, students often want instant gratification; therefore, setting smaller,
obtainable goals helps students focus on the task at hand. Understanding that educators have a
responsibility to not only give students knowledge but to actually help them learn how to learn is a
concept that will not only benefit the students but the teacher/instructor as well. A SDL lab is a tool
that can motivate and encourage dental hygiene students to strive to accomplish their goals and
most of all learn.
REFERENCES
Apps, J. W. (1991). Mastering the teaching of adults.
Malabar, FL: Krieger Publishing Company.
Donnelly-Smith, L. (2011). What adult learners can
teach us about all learners: A conversation with L. Lee
Knefelkamp. Peer Review, 13(1), 8-9.
Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005).
The Adult learner. Burlington, MA: Elsevier
Merriam, S. B., and Brockett, R. G, (2007). The
profession and practice of adult education. San
Francisco: Jossey-Bass, 2007.