Designing, implementation and evaluation of Debate-Based Learning for undergraduate students of dental faculty, Tabriz University of Medical Science -2020-2021

Abstract

Introduction: Training efficient human resources is one of the main duties of universities. The purpose of this study was to design, implement and evaluate the Debate-Based learning (DBL) method for undergraduate students of Tabriz Dental faculty in 2020-2021 in the theoretical course of Restorative Dentistry 1. Considering that the results of different studies on the effect of Debate-Based Learning method are different based on the subjects studied and the subject of teaching, and the design process of this method based on the degree, type of course and inclusive people can affect the results, so further research was needed. Method: This Combined study (qualitative-quantitative) after holding 2 sessions of expert panel with the presence of expert professors in the field of Debate-Based Learning method was executed in 6 sessions of 1 hour for 29 volunteers in the fourth year and virtually in Adobe connect software in the theoretical course of Restorative Dentistry 1.The study sources were from reference books and articles and study was accomplished by discussing the identified topics and expressing the opinions of the two groups for and against, and the final summary of the questions and ambiguities of the participants. At the end of the study, evaluation was performed by a questionnaire and a semi-structured interview and mid-term scores of the theoretical course of Restorative Dentistry 1 of 17 participants who were present in most sessions. Qualitative data analysis was performed in the form of directed content analysis and quantitative data using the mean and Standard deviation and P value analysis. Results: 17 students were in the debate group and 56 were in the routine teaching group. 64.7% of 17 students answered "highly", 17.6% "very much" and 17.6% "somewhat to the 12 questions of the questionnaire related to the students' self-assessment of various components of the curriculum. The mean "total scores" of the questionnaire was 45.82±5.29 and the mean "mean scores" of the questionnaire was 3.81±0.44. The description of the Debate-Based Learning method and its advantages and disadvantages from the students' point of view were recorded as quotations and the content analysis was done manually. In the debate group, the mean grade point average was 17.56±1.33 and in the routine teaching group was 15.34±1.56 and there was a statistically significant difference. (P value<0.05) Conclusion: The present study showed that the Debate method has been effective in improving and increasing the motivation to learn and consolidate the contents in memory and remove ambiguities and receive logical answers to questions and create interaction and partnership with each other and strengthen critical thinking and realize the importance of evidence-based decision making. 70.5% of students tended to implement this teaching method in their other clinical courses. It was less effective in reducing their dependence on professors, and the problems of holding virtual education (e-learning) and internet speeds added to the previous problems, but the midterm test results of the debate group were better than the routine teaching group.