Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class (소아치과 역할극 수업에 대한 학생들의 만족도와 성취도)

Min Jin Kim (김민진); Ji-Soo Song (송지수); Shin Teo Jeon (신터전); Kim, Young J (김영재); Kim, JungWook (김정욱); Jang, KiTaeg (장기택); Sang-Hoon Lee (이상훈); Hong-Keun Hyun (현홍근)

doi:10.5933/JKAPD.2018.45.3.280

Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class

Journal of the Korean academy of pediatric dentistry
Abbr : J Korean Acad Pediatr Dent
2018, 45(3), pp.280-289
DOI : 10.5933/JKAPD.2018.45.3.280
Publisher : The Korean Academy Of Pediatric Dentistry
Research Area : Medicine and Pharmacy > Dentistry
Received : October 7, 2017
Accepted : December 27, 2017
Published : August 31, 2018

Min Jin Kim ¹, Ji-Soo Song ¹, Shin Teo Jeon ², Kim, Young J ², Kim, JungWook ², Jang, KiTaeg ², Sang-Hoon Lee ², Hong-Keun Hyun ²

¹서울대학교 치의학대학원 소아치과학교실
²서울대학교

Accredited

ABSTRACT

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry. 93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test. 68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores. Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups. Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

KEYWORDS

Role-play, Participation learning, Satisfaction, Behavior management

Citation status

* References for papers published after 2023 are currently being built.

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Journal of the Korean academy of pediatric dentistry 2023 KCI Impact Factor : 0.48

Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class

ABSTRACT

KEYWORDS

Citation status

* References for papers published after 2023 are currently being built.

Journal of the Korean academy of pediatric dentistry 2023 KCI Impact Factor : 0.48

Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class

ABSTRACT

KEYWORDS

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* References for papers published after 2023 are currently being built.