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IRCT20141128020129N3 IRCT 2022-11-21 Hamedan University of Medical Sciences Investigating the effect of the debate teaching method on the skills and abilities of dental students Investigating the impact of the debate teaching-learning method on the development of skills and abilities of dental students 2022-10-24 anticipated 62 Complete https://irct.ir/trial/65305 interventional Randomization: N/A, Blinding: Not blinded, Placebo: Not used, Assignment: Single, Purpose: Education/Guidance. N/A Knowledge, students' perceptions of their skills and level of skills (critical thinking, rhetoric, reasoning, interpretation and analysis of information, finding and using scientific databases, analysis and evaluation of evidence) and the level of students' satisfaction. Intervention group: The intervention consists of the implementation of debate by students in groups. Before starting the intervention, the students randomly divided into 7 groups of 8-10 and a specific topic was assigned to each group (fluoride application in dentistry, amalgam usage in dental restorations, antibiotics in dentistry, dental treatments in pregnant women, e-cigarettes and oral health, the use and non-use of fissure sealant, emphasize on performing health behaviors or influencing social factors affecting oral health). The debate process includes 3 main areas: 1) preliminary preparation, 2) debate, 3) evaluation and feedback. 1) Preparation: a) Each group randomly divides into two smaller groups of 4 or 5 people and the same topic gives to pair groups. First, before research on the assigned topic, higher-order cognitive skills of the students will be assessed by controversial hypothesis in the form of a case. Also, students should complete perception of skills pretest questionnaires. Students have one week to get general information based on the hypothesis and their topics. All the students in a group should research some evidence both for and against the topic. b) In the next session, each group will be assigned a position (for or against) on the controversial subject in order to study deeply and present persuasive arguments. 2) Implementation of the debate: The debate takes place in the classroom around a U-shaped table based on the method of the structured debate. Its duration is 20-25 minutes and 5 minutes for the final argument. Simultaneously with the implementation of the debate, a panel of judges (module provider teaching staff and students) evaluates the performance of the debaters based on a checklist. Faculty members act as supervisors and guide the students in the processes of debate. 3) Evaluation and feedback:The teachers give their opinions to the students about the preparation process and the discussion itself. Finally, students should complete higher-order cognitive skills, perception of skills and satisfaction post test questionnaires.. Yes - There is a plan to make this available What will be shared: All data is potentially shareable after de-identifying individuals When: The access period starts 1 months after the results are published To whom: The data will be available only to researchers working in academic and scientific institutions Conditions: People who intend to use the study data for review articles and meta-analysis Where to obtain: Samane Shirahmadi emails How to obtain: After checking the requester's email by Samane Shirahamdi, if the conditions are met, the data will be sent to them 3 days later. Comments:
public Samane Shirahmadi
Department of Community Oral Health, School of Dentistry, Hamadan University of Medical Sciences, Shahid Fahmideh St., PaJuhesh square
Hamadan Iran (Islamic Republic of) ۶۵۱۷۸۳۸۷۳۶ +98 81 3838 1059 s.shirahmadi@umsha.ac.ir Hamedan University of Medical Sciences scientific Marjaneh Meschi
Department of Community Oral Health, School of Dentistry, Hamadan University of Medical Sciences, Shahid Fahmideh St., PaJuhesh square
Hamadan Iran (Islamic Republic of) ۶۵۱۷۸۳۸۷۳۶ +98 81 3826 9356 marjanehmeschi@yahoo.com Hamedan University of Medical Sciences Iran (Islamic Republic of) All students who have community oral health 2 (practical) in the first half of the academic year 2022-2023 student's consent to participate in the study no limit no limit Both Students who have done research or thesis in the assigned topic. Other Intervention group: The intervention consists of the implementation of debate by students in groups. Before starting the intervention, the students randomly divided into 7 groups of 8-10 and a specific topic was assigned to each group (fluoride application in dentistry, amalgam usage in dental restorations, antibiotics in dentistry, dental treatments in pregnant women, e-cigarettes and oral health, the use and non-use of fissure sealant, emphasize on performing health behaviors or influencing social factors affecting oral health). The debate process includes 3 main areas: 1) preliminary preparation, 2) debate, 3) evaluation and feedback. 1) Preparation: a) Each group randomly divides into two smaller groups of 4 or 5 people and the same topic gives to pair groups. First, before research on the assigned topic, higher-order cognitive skills of the students will be assessed by controversial hypothesis in the form of a case. Also, students should complete perception of skills pretest questionnaires. Students have one week to get general information based on the hypothesis and their topics. All the students in a group should research some evidence both for and against the topic. b) In the next session, each group will be assigned a position (for or against) on the controversial subject in order to study deeply and present persuasive arguments. 2) Implementation of the debate: The debate takes place in the classroom around a U-shaped table based on the method of the structured debate. Its duration is 20-25 minutes and 5 minutes for the final argument. Simultaneously with the implementation of the debate, a panel of judges (module provider teaching staff and students) evaluates the performance of the debaters based on a checklist. Faculty members act as supervisors and guide the students in the processes of debate. 3) Evaluation and feedback:The teachers give their opinions to the students about the preparation process and the discussion itself. Finally, students should complete higher-order cognitive skills, perception of skills and satisfaction post test questionnaires. Level of knowledge. Timepoint: Before the start of the study, immediately after the end of the intervention. Method of measurement: Standard questionnaire. The level of critical thinking skills. Timepoint: During the debate. Method of measurement: Check list. Level of rhetorical. Timepoint: During the debate. Method of measurement: Check list. The level of Reasoning. Timepoint: During the debate. Method of measurement: Check list. The level of interpretation and analysis of information. Timepoint: During the debate. Method of measurement: Check list. The level of ability to find and use scientific databases. Timepoint: During the debate. Method of measurement: Check list. The level of ability to analyze and evaluation of the evidence. Timepoint: During the debate. Method of measurement: Check list. The level of satisfaction. Timepoint: Immediately after the end of the intervention. Method of measurement: Standard questionnaire. Students' perceptions of their abilities. Timepoint: Before the start of the study, immediately after the end of the intervention. Method of measurement: Standard questionnaire. Hamedan University of Medical Sciences Approved 2022-10-22 The Ethics Committee of Hamadan University of Medical Sciences 4th floor, Headquarters of the University of Medical Sciences, Shahid Fahmideh St., PaJuhesh square Hamadan Hamadan Iran (Islamic Republic of)