The purpose of this article is to report on empirical work, related to a techniques module,
undertaken with the dental students of the University of the Western Cape, South Africa. I
will relate how a range of different active learning techniques (tutorials; question papers
and mock tests) assisted students to adopt a deep approach to learning in this large
diverse group of students. They then completed an adapted version of the revised study
process questionnaire which focussed on the effects of these active learning techniques
and how these learning techniques assisted with a change in approach to learning
adopted by them. Results indicated that the active learning techniques led to a better
understanding of the concepts covered within the module. It also showed how the new
exercises guided them to adopt a deep approach to learning. It can be concluded
that with this type of educational research, students’ learning difficulties are not just
emphasized and highlighted but that these problems are also understood. This research
also guided the educator to search for practical solutions to these observed difficultiesDHE