Students’ Perspectives and Engagement Transforming Newly Acquired Knowledge to Long-Term Memory Utilizing the Deliberate Practice Framework

Presenter Information

Kathleen Mae Fischer, University of Louisville School of DentistryFollow
Taran Thomas Williams, University of Louisville School of DentistryFollow
Joseph David Hannigan, University of Louisville School of DentistryFollow

Publication Date

2020

Abstract

As students progress through their college years, they face the task of acquiring large volumes of information from a variety of classes. Many educative and psychological associations have proven that student performance is directly affected by the student perspective and the amount of engagement with each exercise. The greater the effort a student invests in the exercise, the greater the classroom performance quality. The results demonstrate better long-term memory while utilizing the deliberate practice framework through repetition. For our exercise, we started by administering a brief survey to assess students’ perspectives, confidence levels and engagement preferences. Students were encouraged to give feedback on how they learn best and what educative practice methods they prefer. Second, students received instructions on how to utilize the deliberate practice framework and were instructed to intentionally repeat the exercise in order to start transitioning newly acquired knowledge into long term memory. This exercise was graded each time the student completed the task showing an increase in knowledge base, an increase in overall classroom performance, and increased information into long term memory. Third, the previous survey was administered again to assess students’ perspectives, confidence levels, and engagement preferences after the exercise was completed. Survey results showed that students overwhelming reported an increase in classroom confidence levels, engagement preferences, and a marked increase in retained long term memory information. The deliberate practice framework method for prescription writing was perceived as an effective experience for the majority of the students who completed the survey. These teaching techniques were applied with successful results in our class. All of the techniques can be applied in a variety of classes while enhancing student engagement and educative practices.

Author Biography

Kathleen Mae Fischer graduated from University of Louisville School of Dentistry in 2005. She worked in a private practice setting for 12 years before transitioning to the university. She is currently an assistant term professor at the University of Louisville School of Dentistry where she is serving as the Course Director for Introduction to Clinical Dentistry I.

Tarin Thomas Williams graduated from dental school in 2005 and is currently an assistant term professor where she is serving as the course director for Introduction to Clinical Dentistry II. She worked in a private practice setting for ten years and has been involved with dental education for eight years.

Joseph David Hannigan is a 2002 graduate of the University of Louisville School of Dentistry where he is currently an assistant term professor serving as a clinical team leader. He participates in the affiliated faculty practice and was in private practice for thirteen years before joining at the university.

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