Through the looking glass: a review of the literature surrounding reflective practice in dentistry

Navigating the Path to Independent Dentist: A Qualitative Phenomenological Exploration

OBJECTIVE

The objective of this study was to explore the process of becoming an independent dentist, extending beyond the entry-level period.

MATERIALS AND METHODS

Fifteen general dental practitioners were interviewed. The recorded interviews were transcribed verbatim, and utilizing Colaizzi's descriptive phenomenological method, we sought to exclude subjectivity and derive meanings and themes from participants' experiences concerning the process of becoming independent dentists.

RESULTS

The study identified 3 phases in the process of developing as an independent dentist: (1) the foundation phase, involving dental training as a student under faculty supervision; (2) the extension phase, expanding experience as an entry-level dentist; (3) the equilibrium phase, characterized by providing stable dental care based on diverse experience and professionalism.

CONCLUSION

Becoming an independent dentist entails more than unsupervised treatment provision; it involves developing the professionalism necessary for delivering quality dental care through deliberate practice and reflection.

CLINICAL RELEVANCE

The study outlines the stages of transitioning to an independent dentist, spanning foundational training, entry-level experience, and achieving stable care provision. Emphasizing the importance of professionalism and reflection, it provides a valuable framework for enhancing dental education and on-going professional development, fostering both technical proficiency and a commitment to quality patient care.

Final year oral hygiene students' perceptions and reflections on experiential learning in a special needs oral health care program

BACKGROUND

Oral health care programs offer a platform for experiential learning that include prospects for skills development; opportunities for knowledge application and for the creation of an awareness of community responsibilities. Gaining experience in the care for special needs patients is ideally achieved through exposure in special needs settings such as the school community.

AIM

This study investigated the perceptions and reflections of experiential learning by final year oral hygiene students in a special need's oral health care program at the University of Western Cape.

METHODS

This study incorporated a concurrent triangulation study design that included final year Oral Hygiene students who participated in a special need's oral health care program. Students completed an on-line self-administered questionnaire, a reflective journal and participated in a focus group discussion.

RESULTS

All respondents understood the concept of experiential learning. The predominant dispositions that emerged included student adaptation, awareness, empathy, and experience which were regarded as particularly important for personal growth. With regards to academic growth, facets of confidence, theory translation, clinical skill development and improved communication were identified as critical elements in development. Challenges included lack of cooperation from the learners and lack of kills in non-verbal communication. An increased awareness and a strong willingness to participate in community projects was also reported amongst the student respondents.

CONCLUSION

The experiential learning opportunity in the school-based special needs oral health care program was invaluable to the children as well as the students. This community -based program supported personal and academic growth and it provided authentic learning opportunities; facilitated professional development, improved clinical skills and competence, enhanced problem solving and communication skills and raised awareness on social responsibility. Challenges experienced pertained to cooperation and communication with the children. Suggestions included maintaining access to care for the children through oral care program initiatives, as well as ongoing rotation of Oral Hygiene students who are ideally positioned to provide promotive and preventive oral care to special needs individuals. Schools for special needs children provide an ideal platform to facilitate access to care and to provide experiential learning opportunities in authentic settings.

Structure, governance and delivery of specialist training programs in periodontology and implant dentistry

AIM

To update the competences and learning outcomes and their evaluation, educational methods and education quality assurance for the training of contemporary specialists in periodontology, including the impact of the 2018 Classification of Periodontal and Peri-implant Diseases and Conditions (2018 Classification hereafter) and the European Federation of Periodontology (EFP) Clinical Practice Guidelines (CPGs).

METHODS

Evidence was gathered through scientific databases and by searching for European policies on higher education. In addition, two surveys were designed and sent to program directors and graduates.

RESULTS

Program directors reported that curricula were periodically adapted to incorporate advances in diagnosis, classification, treatment guidelines and clinical techniques, including the 2018 Classification and the EFP CPGs. Graduates evaluated their overall training positively, although satisfaction was limited for training in mucogingival and surgical procedures related to dental implants. Traditional educational methods, such as didactic lectures, are still commonly employed, but they are now often associated with more interactive methods such as case-based seminars and problem-based and simulation-based learning. The evaluation of competences/learning outcomes should employ multiple methods of assessment.

CONCLUSION

An update of competences and learning outcomes of specialist training in periodontology is proposed, including knowledge and practical application of the 2018 Classification and CPGs. Harmonizing specialist training in periodontology is a critical issue at the European level.

Resilience in Oral Health Professional Education: A Scoping Review

INTRODUCTION

Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well-being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence-based strategies for promoting resilience in OHP education.

METHODS

The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question 'What concepts contribute to resilience in OHP Education?'. The search strategy included published literature searches and internet searches.

RESULTS

In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students.

CONCLUSION

Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations.

Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections

PURPOSE

This study explores the underutilized pedagogical approach of incorporating lived experiences of parents with children possessing diverse hearing profiles and their family characteristics into the audiology curriculum for students. The aim was to investigate the impact of integrating such experiences into the classroom as an andragogical learning experience through the qualitative analysis of written student reflections.

METHOD

Twelve (N = 12) third-year female audiology students enrolled in a pediatric auditory (re)habilitation course attended a parent panel presentation during their regularly scheduled face-to-face class. Five parents of children with diverse hearing differences and diverse technology, communication, and educational choices participated on the panel as guest speakers via the Zoom platform. Students completed written reflections based on Rolfe's reflective framework. Written reflections were downloaded from Canvas and de-identified prior to uploading to NVivo software for coding, utilizing an inductive grounded theory coding strategy coupled with content analysis.

FINDINGS

This study underscores the effectiveness of written reflections as an effective andragogical learning model. Through reflective practice, students gained a deeper understanding of their experiences, values, and learning journeys, enhancing their competency in pediatric audiology and auditory (re)habilitation. Students articulated previous knowledge and learning experiences, utilized newfound insights from exposure to the parent panel of shared lived experiences, and connected this knowledge with future clinical applications.

CONCLUSIONS

Key findings underscore the effectiveness of reflective practice as an andragogical learning model, facilitating the integration of prior experiences with new knowledge. Moreover, it aids the transition of the professional journey from the familiar to the unfamiliar, demonstrating the impact of combining real-world lived experiences to reinforce and highlight classroom topics. Additionally, reflective practice enhances professional efficacy by valuing patient/parent perspectives regarding clinical care and aligning with evidence-based principles.

Student feedback on team-based learning in a preclinical oral surgery course: A pilot study

Objectives

Team-based learning (TBL) is a student-centered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problem-solving process. The present study evaluated the student's learning experience and satisfaction using a TBL method in a preclinical oral surgery course.

Methods

Twelve TBL sessions were designed for second-year dental students. Six 3-h and 2-h sessions with various preclinical topics were conducted in academic Terms 1 and 2, respectively. Teaching activities such as tests and group discussions were included in the sessions. The last post-session questionnaire sought students' feedback and satisfaction to assess four parameters related to students' knowledge acquirement, interpersonal skills enhancement, learning environment, and teacher-student relationships.

Results

Most average scores of the responses agreed with the related statements in the four parameters. The results of the Pearson's correlation test revealed that there was a significant relationship (r = 0.735; P < 0.05) between the parameters of the 3-h and 2-h sessions.

Conclusion

The TBL method yielded positive and high levels of satisfaction, which may be attributed to the proper implementation of TBL methodology by the teacher and students.

"I think that comes with experience": A thematic analysis exploring how dental students at a transitional stage of training understand and engage with reflection

INTRODUCTION

Reflection is an important skill for dentists but there is little consensus about how reflection can most usefully be integrated into dental education. The aim of this study was to conduct focus groups to explore how students at a transitional point of dental education in one UK dental school had experienced, and conceptualised reflection.

METHODS

Students at the beginning of their clinical studies were recruited by email and invited to attend a single focus group. Focus groups were co-facilitated by a team of staff and student researchers and analysed using thematic analysis. Students acted as research partners in planning a topic guide, recruiting students, conducting focus groups and considering the implications of research findings for the curriculum, and contributed their perspectives to other aspects of the research.

RESULTS

Students primarily associated reflection with their clinical learning and valued the skill highly in this context. They were less familiar with the potential for reflection to support personal development and deeper learning. Themes were identified of learning, uncertainty, emotions and wellbeing, community and challenges and are discussed in detail.

CONCLUSION

Reflection is highly valued within our dental education setting but many students may be missing out on using it to its' full potential. Changes to the undergraduate curriculum, including offering reflection from an early stage of education may be warranted.

'The dental nurse played a vital role in helping to manage the patient': a thematic analysis of undergraduate dental students' reflective journals from outreach placements

Introduction Community-based dental education, or 'outreach', forms a key part of dental courses in some high-income countries. Its educational benefits are well-established and once graduated, participants feel better prepared for their early career. Yet, it is less clear what students actually learn while on placements.Materials and method Qualitative document and thematic analysis of a convenience sample of anonymised dental student reflective journals (n = 51).Results The reflective journals described varied and broadly positive learning experiences. Analysis identified a number of themes of learning. Most related to the process and outcomes of care, but two key themes - dental anxiety and teamworking - were interrelated with both. Within teamworking, dental nurses appeared important in students' learning. Three process interrelated themes of learning were identified in the data. These were: tailoring your approach; communication and time; and evidence-based dentistry and minimising risk. Two broad interrelated themes relating to outcomes for patients and students were also identified: trust and confidence; and professionalism and personal development.Conclusion This research identified important and potentially transformative learning from outreach placements. This included how dental anxiety impacts patients and the dental team, the importance of teamworking, and the role of dental nurses in students' experiential learning.

Co-creation to Develop Interventions to Facilitate Deep Reflection for Dental Students

Background

Deep reflective practice is important in healthcare education to allow students to explore emotions associated with the learning experience, access deeper learning and develop their personal and professional identity. Previous research demonstrated that the current methods of reflective practice using logbooks at the end of a clinical session to facilitate reflection within this setting were viewed as suboptimal by staff and student users. To address this problem co-creation, or a 'students as partners' approach, was used to develop and implement a comprehensive intervention to facilitate deep reflection for undergraduate dental students. This included the production of educational resources, and development of an online safe space to reflect.

Approach

In this paper we discuss the process of using co-creation with undergraduate dental students as a research methodology to successfully produce curricular change with respect to reflective practice by involving the voice and experience of student partners. These student partners were part of a team that included researchers and teaching staff and worked with other stakeholders within the institution within a wider team.

Evaluation

This paper demonstrates the positive benefits of using co-creation with undergraduate dental students for students such as increased confidence, developing professional and personal skills and impacting meaningful change.

Reflection

For researchers and educators, the process gave motivation and enjoyment in curricular development to address pedagogical problems and ensured that the developed intervention was sustainable and appropriate. The paper discusses benefits and challenges of co-creation to develop curricular change. This co-creation approach is recommended for solving similar problems in healthcare education.