AbstractThis article reviews a pilot study comparing two teaching strategies in an existing course where one of the strategies was the usual method of delivery in a professional vocational course. The authors present a case study, explaining their hypothesis that a small group intensive teaching method (microteaching) concentrating on cognitive learning can be a viable alternative to the usual experiential method that concentrated on developing psychomotor skills. The microteaching method was an attempt to address the issue of a reduction in time for technology in the dental curriculum while delivering a course that would provide a thorough knowledge and understanding. The difference between the teaching methods is used to show how students respond to an element of self-study within their learning stratagem. The authors argue a case for students taking greater responsibility for their learning through self–assessment and reflection.
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