Kursanalys för Tandläkarprogrammet på KI

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Institutionen för odontologi

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Kursanalys för Tandläkarprogrammet på KI

Kurser som ges/startar 2021

Kurskod 2TL053

Kursnamn

Oral Biomedicine 2

Högskolepoäng 7½hp

Termin (vt/ht‐år) VT2021

Tidsperiod för kursens genomförande 4th May 21 to 5th June 21

Kursansvarig institution (om annan än Institutionen för odontologi)

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Kursansvarig Rachael Sugars

Examinator (om annan än kursansvarig)

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Momentansvariga lärare Sofia Louca M1

Svarsfrekvens obligatorisk kursvärdering 20 of 106

Antal registrerade studenter 106

Andel godkända studenter vid kursens slutdatum Module 1 – 84, Module 2 ‐ 85, Overall – 79

Metoder för studentinflytande (utöver avslutande obligatorisk kursvärdering)

Discussion with students in person during the course, email contact, course evaluation, course representa‐

tive discussion and curriculum council

Kortfattad sammanfattning av genomförda förändringar sedan föregående kurstill‐

fälle

This the second time the course has been run and again is has been held digitally in the main due to the cur‐

rent situation. From the last course, we moved seminars closer to the online sessions as suggested by the previous students, the structure in Canvas was revised completely and new activities in Canvas were used to assist the teaching occasions, such as Padlet, the anatomy questions were reformulated. Some activities were added to support the ongoing COVID situation with drop‐in coffee rooms and scientific articles for each session were provided. The examinations were held in place and some anatomy obligatory sessions were held on site. Following from the last course occasion the revised the order of the examinations so that anatomy TBL seminars were held before the moment 1 examination.

Kursens genomförande och resultat

Kortfattad sammanfattning av studenternas svar i kursvärderingen/‐enkäten

From the student evaluation all students felt that they had developed useful skills and knowledge, that there was a red thread through the course and that it was important for their forthcoming education. The Zoom format for the students was an issue along with the mandatory seminars (see below). In addition, de‐

spite the suggestion from the previous year regarding the format of Canvas for the individual moments of the course, this group did not appreciate the change and felt that it was harder to find information.

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Kursansvarigs egna reflektioner om styrkor och svagheter

This the first very dentally associated course for the students and contains a lot of information to lay a foun‐

dation for the forthcoming education. There is a very strong red thread through the course which builds upon the knowledge gained from the previous courses in the year. From experience it is clear that the stu‐

dents show a greater understanding of the concepts and knowledge of the subjects. The flipped classroom and TBL format is a strength of the course, as you can really see where problems and misunderstandings in concepts can arise. Unfortunately, due to COVID all seminars had to be held remotely. Some students were able to excel in this environment however, for those wishing to remain in in the background it was easier to do so. The students also had issues swapping to an active online course from previous courses that had solely online‐lecture‐based. As a result, we adapted some seminar activities using different tools such as Padlet and linking back to articles reviewed in VTM during T1. Oral anatomy is a very much hand‐on course, so it was unfortunate not to be able to run in person with all modelling. However, the students were able to do this remotely and send films of their home models.

Återrapportera kursuppdraget.

Specifika områden för 2021:

‐ Utveckla digitala lärandeaktiviteter och examinationer

This is a flipped classroom format course, with a lot of online material. Even though the course was new last year, we revised and re‐recorded some of the lecture material. We also revised the structure of Canvas. As mentioned, activities in sessions employed digital tools combined with peer review pro‐

cesses. The examinations were held digitally by on‐site, with students distributed across 3 rooms, which worked very well. The examinations were divided into the learning objectives.

‐ Utveckla och implementera lärandemål, lärandeaktiviteter och examinationer som sva‐

rar mot mål om hållbar utveckling

‐ Utveckla och implementera lärandemål, lärandeaktiviteter och examinationer som sva‐

rar mot mål om professionellt förhållningssätt och livslångt lärande

We have worked with the course over the past year. Firstly, we have identified a new course book, mainly for anatomy which will be introduced into the study plan next year. We revised the format of some seminars for a more active learning activities, such as critically assessing scientific articles. The results from the examinations demonstrated that the students had clearly understood the concepts, giving them a sure footing for their future studies

‐ Planera för och implementera formativa examinationer

Oral anatomy included formative assessment

Kursansvarigs förslag till förändringar

The goal is to be in person for the course in HT22, which will really reinforce the teaching and learning activi‐

ties within this course. The students would like anatomy to be held before the development and histology component for module 1, however, this needs looking into since it may still be a clash with tutors involved

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in the education later on in the program and their availability. In addition, we will examine the format of the seminars, and perhaps combine some sessions, e.g. Oral mucosa with salivary glands and taste buds

Aktivitetsplan för kursutveckling

Utvecklingsområde:

Aktivitet(er) Ansvarig Tidsplan

1 Schedule alignment Course & moment‐

leaders

Autumn 2 Seminar activities and arrangements Course & moment‐

leaders

Auutum/Spring

3 New course book Course leader Autumn

1 Canvas site Course & moment‐

leaders

Spring

2

3

1

2

3

1

2

3

Instruktion till kursanalysen

Kursanalysens syfte

Genom kursanalysen kan kursansvarig dokumentera sina reflektioner kring kursens genomförande och åtgärdsplan.

Den är ett viktigt verktyg för:

a) Studentinflytande: Genom att studenterna på den genomförda kursen får tillgång till kursana‐

lysen, får de återkoppling på sina synpunkter/förslag. Dessutom kan studenterna i den nästkom‐

mande kursen få information om kursen och eventuella förändringar sedan tidigare.