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Ziada H, Webberson M, Sharma R, Abubakr NH. Qualitative Analysis of Student Reflections on Preclinical Dental Implant Education. Dent J (Basel) 2024; 12:293. [PMID: 39329859 PMCID: PMC11431706 DOI: 10.3390/dj12090293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2024] [Revised: 09/06/2024] [Accepted: 09/11/2024] [Indexed: 09/28/2024] Open
Abstract
Dental implant education is required to prepare students for independent general practice. This investigation aimed to assess students' perceptions of their educational experience and training in a preclinical dental implant introduction course, using reflective logs anonymously extracted from course portfolios. METHODS This study employed qualitative research methodology to analyze second-year dental students' reflections on their educational and development of psychomotor skills in a preclinical course focusing on dental implants at the University of Nevada, Las Vegas. These reflections served as the primary data source for qualitative analysis. The analysis was facilitated using NVivo software version 12 plus, which assisted in data coding and the organization of these codes into meaningful units, patterns, and themes. RESULTS Four themes emerged, which interrelated to each other and to the research question. Students reported positive course outcomes in dental implant learning, improvements in applying theoretical implant knowledge while developing practical skills, digitally scanning implant cases for the final restoration, and enhancement of their insight in evidence-based restoratively driven implant planning. They generally found the hands-on experience to have improved their understanding of the dental implant as an option for restoration. Although there were challenges, students viewed these as learning opportunities. For us, as educators, it provided invaluable feedback to understand students' perceptions of difficulties in knowledge acquisition and psychomotor skill development in placing and restoring dental implants. CONCLUSIONS Within the limitation of this study, students expressed a positive perception of their learning experience in the introductory course on dental implants.
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Affiliation(s)
- Hassan Ziada
- Clinical Science Department, School of Dental Medicine, University of Nevada, 1001 Shadow Lane, Las Vegas, NV 89106, USA
| | - Michael Webberson
- Clinical Science Department, School of Dental Medicine, University of Nevada, 1001 Shadow Lane, Las Vegas, NV 89106, USA
| | - Rassilee Sharma
- Clinical Science Department, School of Dental Medicine, University of Nevada, 1001 Shadow Lane, Las Vegas, NV 89106, USA
| | - Neamat Hassan Abubakr
- Biomedical Sciences Department, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USA
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Lundegren N, Lindberg P, Gummesson C. Experiences of the use of portfolio in dental education - A qualitative meta-ethnographic literature review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:567-575. [PMID: 38212895 DOI: 10.1111/eje.12982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 07/24/2023] [Accepted: 12/10/2023] [Indexed: 01/13/2024]
Abstract
INTRODUCTION Portfolio with a collection of evidence has become popular in higher education, including dental education. It is valuable to study the experiences of the use and implementation processes. Meta-ethnography can be a suitable method to analyse, synthesize and construct interpretations of qualitative research. Our aim was to explore experiences from the use of a portfolio/e-portfolio in dental education, from the students' and teachers' perspectives. MATERIALS AND METHODS A systematic search in the databases PubMed, Scopus and ERC was performed, and the established seven steps of a meta-ethnographic review were used. 278 papers were initially identified, and seven were included in the final analysis. RESULTS Two themes (Issues to Address and Consequences) and five subthemes (Purpose, Roles, Support and Structure, Challenges and Enablers, and Gains) were constructed. DISCUSSION Our synthesis reflects various challenges, yet the learning gains are recognized and expressed to be important once the students and teachers have overcome early thresholds. Beyond the conclusions drawn in each paper, our synthesis provides new perspectives on the complexity of an implementation process and the balance of not seeing the woods for the trees being overwhelmed by technical and other practical aspects, reducing the opportunity for learning. CONCLUSION The portfolio implementation in undergraduate dental education should address clarification to all stakeholders of the purpose and role, presenting a purposeful portfolio structure and timely support.
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Affiliation(s)
| | - Pia Lindberg
- Faculty of Odontology, Malmö University, Malmö, Sweden
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Dyer TA, Chapple B. '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. Br Dent J 2023; 234:527-533. [PMID: 37059783 DOI: 10.1038/s41415-023-5688-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 01/12/2023] [Accepted: 01/19/2023] [Indexed: 04/16/2023]
Abstract
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.
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Affiliation(s)
- Thomas A Dyer
- Senior Clinical Teacher, School of Clinical Dentistry, University of Sheffield, 19 Claremont Crescent, Sheffield, S10 2TA, UK.
| | - Briana Chapple
- Academic Development Adviser, Academic Development Team, The Elevate Hub, University of Sheffield, 210 Portobello, Sheffield, S1 4AE, UK
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Fang TY, Hsu SY, Su JM, Wang PC. Development of a mobile tele-education system to assist remote otolaryngology learning during COVID-19 pandemic. COMPUTER METHODS AND PROGRAMS IN BIOMEDICINE UPDATE 2023; 3:100102. [PMID: 36925661 PMCID: PMC9995394 DOI: 10.1016/j.cmpbup.2023.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/07/2023] [Indexed: 06/16/2023]
Abstract
Background Developing clinical thinking competence (CTC) is crucial for physicians, but effective methods for cultivation and evaluation are a significant challenge. Classroom teaching and paper-and-pencil tests are insufficient, and clinical field learning is difficult to implement, especially during the COVID-19 pandemic. Simulation learning is a useful alternative, but existing methods, e.g., OSCE, 3D AR/VR, and SimMan, have limitations in terms of time, space, and cost. Objective This study aims to present the design and development of an Otolaryngology Mobile Tele-education System (OMTS) to facilitate CTC learning, and to evaluate the system's usability with senior otolaryngology experts. Methods The OMTS system utilizes the convenience of mobile learning and the touch function of mobile devices to assist users (medical students or post-graduate physicians) in learning CTC remotely. Clinical knowledge and system functions in the OMTS system are defined by senior experts based on required CTC learning cases. Through simulated clinical case scenarios, users can engage in interactive clinical inquiry, practice required physical and laboratory examinations, make treatment decisions based on simulated responses, and understand and correct learning problems through a diagnostic report for effective learning. Usability testing of the OMTS system was evaluated by three senior otolaryngology experts using measurements of content validity, system usability, and mental workload during their available time and location. Results Statistical results of experts' evaluation showed that the OMTS system has good content validity, marginal-to-acceptable system usability, and moderate mental workload. Experts agreed that the system was efficient, professional, and usable for learning, although the practicality of the clinical inquiry and hands-on practice functions could be improved further. Conclusions Based on the OMTS system, users can efficiently hands-on practice and learn clinical cases in otolaryngology, and understand and correct their problems according to the diagnostic report. Therefore, the OMTS system can be expected to facilitate CTC learning according to experts' evaluation.
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Affiliation(s)
- Te-Yung Fang
- Department of Otolaryngology Head Neck Surgery, Cathay General Hospital, Taipei, Taiwan
- School of Medicine, Fu Jen Catholic University, Taipei, Taiwan
| | - Su-Yi Hsu
- Department of Otolaryngology Head Neck Surgery, Cathay General Hospital, Taipei, Taiwan
- School of Medicine, Fu Jen Catholic University, Taipei, Taiwan
| | - Jun-Ming Su
- Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
| | - Pa-Chun Wang
- Department of Otolaryngology Head Neck Surgery, Cathay General Hospital, Taipei, Taiwan
- School of Medicine, Fu Jen Catholic University, Taipei, Taiwan
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Campbell F, Rogers H. Through the looking glass: a review of the literature surrounding reflective practice in dentistry. Br Dent J 2022; 232:729-734. [PMID: 35624264 PMCID: PMC9137255 DOI: 10.1038/s41415-022-3993-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 08/25/2021] [Indexed: 11/25/2022]
Abstract
Reflection is an essential component of the learning process that helps to elicit deeper learning. In healthcare, this uses experiential activities to produce knowledge that compels the clinician to change their practice. Deep reflection allows one to explore emotions associated with challenging learning experiences, empowering reinterpretation of these experiences and removing barriers to further learning. Reflection is a key requirement of dental education at all stages. This paper aims to explore the existing literature on reflective practice in dentistry and identify areas for further research to improve reflective practice within dentistry. Traditional methods of reflecting through written means are not facilitating the deep reflection which is desired. A systematic overhaul of reflective practice is suggested, involving a shift away from structured written reflections. There is little evidence to inform the most appropriate format for reflective practice in dental education. There is a need for further research to determine the effectiveness of reflective practice in dental education, particularly as a move away from structured written reflection to more creative reflective opportunities are encouraged. Greater exploration of barriers to reflection in dentistry is indicated, with consideration to how these may be overcome and a need to engage regulatory bodies in system-wide changes. Reflection is an essential aspect of the learning process, with deep reflection eliciting deeper learning. Deep reflection is desirable for learners at all stages, from undergraduate students to experienced clinicians, as it allows exploration of the emotions associated with the learning experience, removing barriers to learning and supporting wellbeing. Further research to explore the barriers and facilitators to deep reflection in dentistry is indicated in order to support the planning and implementation of a systematic overhaul of current and often ineffective methods of reflection.
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Affiliation(s)
- Faith Campbell
- Glasgow Dental Hospital and School; Glasgow, UK; Honorary Clinical Teacher in Paediatric Dentistry, Academic Unit of Oral Health, Dentistry and Society, School of Clinical Dentistry, University of Sheffield, UK.
| | - Helen Rogers
- School of Dental Sciences, Newcastle University, UK
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Jung Y, Wise AF, Allen KL. Using theory-informed data science methods to trace the quality of dental student reflections over time. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:23-48. [PMID: 34476651 DOI: 10.1007/s10459-021-10067-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
This study describes a theory-informed application of data science methods to analyze the quality of reflections made in a health professions education program over time. One thousand five hundred reflections written by a cohort of 369 dental students over 4 years of academic study were evaluated for an overall measure of reflection depth (No, Shallow, Deep) and the presence of six theoretically-indicated elements of reflection quality (Description, Analysis, Feeling, Perspective, Evaluation, Outcome). Machine learning models were then built to automatically detect these qualities based on linguistic features in the reflections. Results showed a dramatic increase from No to Shallow reflections from the start to end of year one (20% → 66%), but only a limited gradual rise in Deep reflections across all four years (2% → 26%). The presence of all six reflection elements increased over time, but inclusion of Feelings and Analysis remained relatively low even at the end of year four (found in 44% and 60% of reflections respectively). Models were able to reliably detect the presence of Description (κTEST = 0.70) and Evaluation (κTEST = 0.65) in reflections; models to detect the presence of Analysis (κTEST = 0.50), Feelings (κTEST = 0.54), and Perspectives (κTEST = 0.53) showed moderate performance; the model to detect Outcomes suffered from overfitting (κTRAIN = 0.90, κTEST = 0.53). A classifier for overall depth built on the reflection elements showed moderate performance across all time periods (κTEST > 0.60) but relied almost exclusively on the presence of Description. Implications for the conceptualization of reflection quality and providing personalized learning support to help students develop reflective skills are discussed.
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Affiliation(s)
- Yeonji Jung
- Learning Analytics Research Network (NYU-LEARN), New York University, 370 Jay Street, 5th Floor, Brooklyn, NY, 11201, USA.
| | - Alyssa Friend Wise
- Learning Analytics Research Network (NYU-LEARN), New York University, 370 Jay Street, 5th Floor, Brooklyn, NY, 11201, USA
| | - Kenneth L Allen
- Department of Cariology and Comprehensive Care, College of Dentistry, New York University, 137 E. 25th Street, 6th Floor, New York, NY, 10010, USA
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Ziada HM, Ditmyer MM, Abubakr NH. Reflections of psychomotor skill development in preclinical simulation: A qualitative analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:157-165. [PMID: 33730391 DOI: 10.1111/eje.12684] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Reflection on competency helps students become more proficient in performing skills, with the ultimate goal of better retention of knowledge and skill. Competency progression involves a complex interplay of factors, and not having the insight of such multiple perspectives of the same experience, we will not be able to understand students as learners fully and consequently may rely on assumption and may not be able to provide the necessary interventions for growth and progress towards competency. This study aims to investigate students' insight of their own progression during psychomotor skill development. MATERIALS AND METHODS Data were obtained from scanned reflective dialogue log document portfolios from the preclinical fixed dental prosthodontics section, which is part of a comprehensive dental care course during the second year. Data were coded using NVivo software version 12 plus (QSR International Pty Ltd, Vic, Australia), and subsequent thematic analyses identified emerging themes. RESULTS Three themes emerged and these were (a) challenges to overcome, (b) feed-back and self-appraisal, and (c) progress and growth. The qualitative data generated did not reveal considerable variation in the students' reflections, and the three themes seem to interrelate. CONCLUSIONS The main challenge was the concept of the single path of insertion and the perception that it was a source of frustration during this course. Self-appraisal identified time management issues and the transformation from preconceived or learned concepts. As the semester progressed, students reflected progress and growth.
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Affiliation(s)
- Hassan M Ziada
- Department of Clinical Sciences, University of Nevada, Las Vegas, Nevada, USA
| | - Marcia M Ditmyer
- School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
| | - Neamat H Abubakr
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
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Saadé JM, El-Khatib W, Chedid NR, Makzoumé JE, El-Halabi MT, El-Hage F. Effect of self-assessment in a removable prosthodontics preclinical course on skills and competence. J Dent Educ 2021; 86:393-400. [PMID: 34761392 DOI: 10.1002/jdd.12821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 10/11/2021] [Accepted: 10/31/2021] [Indexed: 11/07/2022]
Abstract
PURPOSE Self-assessment is increasingly implemented in medical professions' curricula. In this research, the authors measure the effects of self-assessment within a preclinical removable prosthodontics course among dental students in a private dental school according to the European qualifications framework descriptors. MATERIALS AND METHODS Thirty subjects, all fourth-year dental students, were included in this experiment. Fifteen subjects were included in each of the experimental and control groups during one semester. The experimental group subjects used the study roadmap tool in their preclinical tasks. The control group subjects executed the same preclinical tasks under instructor supervision only. All subjects were filmed, and an autonomy score was given to every subject per session. At the end of the semester, cognitive skills development was compared using the Kember et al. questionnaire while practical skills development was compared using a comparison of grades. Two focus groups were undertaken with experimental group subjects. Qualitative and quantitative data were collected and statistically analyzed (p < 0.005). RESULTS Subjects from the experimental group showed development in critical thinking, practical skills, autonomy, and taking responsibility, thus development in the competence level. CONCLUSION Implementation of self-assessment within preclinical courses may develop skills and competence among dental students, yet more studies are needed.
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Affiliation(s)
- Jean-Michel Saadé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Nada R Chedid
- Department of Paediatric Dentistry, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | - Joseph E Makzoumé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Fadi El-Hage
- Faculty of Education, Saint-Joseph University, Beirut, Lebanon
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Woldt JL, Nenad MW. Reflective writing in dental education to improve critical thinking and learning: A systematic review. J Dent Educ 2021; 85:778-785. [PMID: 33576055 DOI: 10.1002/jdd.12561] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Revised: 01/10/2021] [Accepted: 01/18/2021] [Indexed: 11/07/2022]
Abstract
The Commission on Dental Accreditations states that "graduates must be competent in the use of critical thinking and problem-solving." With this in mind, dental education programs continually strive to enhance and deepen these skills by incorporating effective instructional strategies into the curriculum. To do this, predoctoral dental education has used a variety of techniques including problem-based learning, OSCEs, and standardized patient activities. Another technique, while less popular but potentially more effective if done well, is reflective writing. This study aimed to assess the effect of reflective writing on students' critical thinking skills and learning in dental education programs. Two database searches conducted between 2000 and 2019 resulted in 317 articles after the initial screening. Ultimately, 13 articles met inclusion criteria. The following recurring factors were identified for inclusion in dental education reflective writing initiative: reflective writing interventions, reflective writing instructions, writing prompts, evaluation frameworks, and negative perceptions of reflective writing. In answering the key aim of this review, 12 of the 13 studies determined that reflective writing had a positive impact on students' critical thinking, judgment, and/or learning. Key findings included positive effects on student growth in reflection, learning through reflective writing, reflection skills, self-assessment, critical thinking, clinical reasoning, problem solving, and motivation to change after evaluated experiences. The review indicated that dental education programs, which implemented reflective writing as an assessment tool within the curriculum as a means of developing and deepening critical thinking skills and learning were by and large successful in this effort.
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Affiliation(s)
- Janet L Woldt
- Office of Academic Assessment, A.T. Still University Arizona School of Dentistry & Oral Health, Mesa, Arizona, USA
| | - Monica W Nenad
- Office of Academic Assessment, A.T. Still University Arizona School of Dentistry & Oral Health, Mesa, Arizona, USA
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10
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McGleenon EL, Morison S. Preparing dental students for independent practice: a scoping review of methods and trends in undergraduate clinical skills teaching in the UK and Ireland. Br Dent J 2021; 230:39-45. [PMID: 33420457 PMCID: PMC7791324 DOI: 10.1038/s41415-020-2505-7] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 08/10/2020] [Indexed: 02/06/2023]
Abstract
Introduction The governing bodies for dentistry in the UK and Ireland require dentists, at graduation, to possess the knowledge, skills and attributes which enable them to practise safely, without supervision. The means by which dental schools achieve this may differ and may undergo modification in response to changes in the expectations of governing bodies and challenges within the teaching environment. It is therefore important to identify which of these approaches works well and to disseminate good practice described in the literature.Objectives To use a scoping review to identify from the published literature the methods used to teach clinical dental skills, including innovations, motivations for changes, and factors affecting the delivery and quality of teaching.Method Scoping review methodology was used to select and analyse 57 articles published between 2008 and 2018.Results Innovations in didactic teaching were facilitated by advances in IT and development of virtual learning environments, which promoted independent, self-directed learning. Pre-clinical practical teaching took place in clinical techniques laboratories utilising mannequin heads, with a minority of dental schools using virtual reality simulators in addition. Clinical experience was gained mainly in multi-disciplinary clinics and offsite outreach teaching centres. Insufficient numbers of suitable patients, increasing student numbers and a fall in teaching staff contributed to a reported reduction in clinical experience of certain treatments.Conclusions Contemporary clinical dental skills teaching produces new graduates who possess excellent theoretical knowledge, are prepared and confident in basic clinical skills, but are lacking in experience of complex treatments which may result in a reduced preparedness for independent practice.
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Affiliation(s)
- Elva L McGleenon
- School of Dentistry, Queen's University Belfast, Grosvenor Road, Belfast, BT12 6BN, UK.
| | - Susan Morison
- Dental School, Queen's University Belfast, Grosvenor Road, Belfast, BT12 6BP, UK
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CAMPOS V, CARTES-VELÁSQUEZ R. Developing competencies for the dental care of people with sensory disabilities: A pilot inclusive approach. CUMHURIYET DENTAL JOURNAL 2020. [DOI: 10.7126/cumudj.706518] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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12
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Developing reflection analytics for health professions education: A multi-dimensional framework to align critical concepts with data features. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2019.02.019] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Seijo MO, Ferreira EF, Ribeiro Sobrinho AP, Paiva SM, Martins RC. Learning Experience in Endodontics: Brazilian Students’ Perceptions. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.5.tb05515.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Marilia O.S. Seijo
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Efigênia F. Ferreira
- Department of Social and Preventive Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Antônio P. Ribeiro Sobrinho
- Department of Pediatric Dentistry and Orthodontics, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Saul M. Paiva
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Renata C. Martins
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
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Evaluating major curriculum change: the effect on student confidence. Br Dent J 2018; 224:529-534. [PMID: 29576608 DOI: 10.1038/sj.bdj.2018.219] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2017] [Indexed: 11/08/2022]
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Davies BR, Leung AN, Dunne SM, Dillon J, Blum IR. Bespoke video vignettes - an approach to enhancing reflective learning developed by dental undergraduates and their clinical teachers. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:33-36. [PMID: 26574189 DOI: 10.1111/eje.12175] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2015] [Indexed: 06/05/2023]
Abstract
This study explores the selective use of video as a medium to support reflective processes as related to dental undergraduate learning. With the objective of developing and enhancing high-quality adult dental care, the use of compiled video materials created in an undergraduate clinical setting was investigated. Video cameras were used to capture elements of reflection-in-action and reflection-on-action typically found during everyday clinical practice. 'Gold standard' or 'textbook outcomes' are rarely, if ever, fully achieved in dental practice. Real-life clinical experiences offer challenges and opportunities for both teachers and students to engage with reflective learning processes. The materials generated allowed for an experience of individual reflective learning and the creation of a data bank or archive with potential use for the benefit of a wider student cohort. Various aspects of the students' views and comments on the process of reflection were reported and explored by means of a semi-structured focus group moderated by a linked educational advisor.
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Affiliation(s)
- B R Davies
- Primary Dental Care, King's College London Dental Institute, London, UK
| | - A N Leung
- Continuing Professional Development, Eastman Dental Institution, London, UK
| | - S M Dunne
- Primary Dental Care and Advanced General Dental Practice, King's College London Dental Institute, London, UK
| | - J Dillon
- Graduate School of Education, University of Bristol, Bristol, UK
| | - I R Blum
- Primary Dental Care, King's College London Dental Institute, London, UK
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Koole S, Christiaens V, Cosyn J, De Bruyn H. Facilitating Dental Student Reflections: Using Mentor Groups to Discuss Clinical Experiences and Personal Development. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.10.tb06204.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Sebastiaan Koole
- Department of Periodontology and Oral Implantology; Ghent University; Belgium
| | | | - Jan Cosyn
- Department of Periodontology and Oral Implantology; Ghent University; Belgium
- Department of Periodontology and Oral Implantology; Free University of Brussels; Belgium
| | - Hugo De Bruyn
- Department of Periodontology and Oral Implantology; Ghent University; Belgium
- Department of Prosthodontics; Malmö University; Sweden
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Fernández-Peña R, Fuentes-Pumarola C, Malagón-Aguilera MC, Bonmatí-Tomàs A, Bosch-Farré C, Ballester-Ferrando D. The evaluation of reflective learning from the nursing student's point of view: A mixed method approach. NURSE EDUCATION TODAY 2016; 44:59-65. [PMID: 27429330 DOI: 10.1016/j.nedt.2016.05.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2015] [Revised: 04/24/2016] [Accepted: 05/12/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. OBJECTIVES To assess nursing students' perceptions of the usefulness and challenges of RL methodology. DESIGN Mixed method design, using a cross-sectional questionnaire and focus group discussion. METHODS The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. RESULTS Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. CONCLUSIONS In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria.
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Affiliation(s)
- Rosario Fernández-Peña
- School of Nursing, University of Cantabria, Avda. Valdecilla s/n, 39008 Santander, Spain.
| | | | | | - Anna Bonmatí-Tomàs
- Faculty of Nursing, University of Girona, Emili Grahit, 77,17003 Girona, Spain..
| | - Cristina Bosch-Farré
- Faculty of Nursing, University of Girona, Emili Grahit, 77,17003 Girona, Spain..
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Tonni I, Mora L, Oliver RG. Postgraduate Orthodontics Students’ and Mentors’ Perceptions of Portfolios and Discussion as Tools for Development of Reflection. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.9.tb06192.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Ingrid Tonni
- Orthodontic Department; University of Brescia; Brescia Italy
| | - Luca Mora
- University of Brescia; Brescia Italy
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19
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Koole S, Fine P, De Bruyn H. Using discussion groups as a strategy for postgraduate implant dentistry students to reflect. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:59-64. [PMID: 25845515 DOI: 10.1111/eje.12148] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/16/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION More than undergraduates, postgraduate students have the day-to-day clinical experience to reflect upon. Nevertheless, reflection in postgraduate dental education is less well studied. Hence, the purpose was to investigate the attitude towards reflection and the content of reflections in postgraduate implant dentistry education in the UK and Belgium. MATERIALS AND METHODS To investigate the attitude towards reflection, a questionnaire was administered to the 10 postgraduates at UCL Eastman Dental Institute (EDI) and 6 postgraduates at Ghent University (UGent). Additionally, students were invited to attend two reflective sessions (60-90 minutes). The sessions' audio recordings were transcribed and analysed using a thematic approach. RESULTS In total, 16 postgraduate implant dentistry students participated. Although the majority reported prior experience with reflection, there was variation in the provided definitions of reflection. EDI students agreed with reflection being beneficial for professional development/clinical reasoning and were positive about discussing clinical experiences in groups, but were divided about individual/group reflections. Their UGent counterparts were more indecisive (=neutral), but were positive about discussing clinical experiences. Thematic analysis identified recurring themes as individual learning process, learning and clinical experiences, attitude towards implant dentistry and course programme. EDI postgraduates' reflections focussed on specific clinical situations, while UGent postgraduates' reflections described general considerations. CONCLUSION Although students/professionals often report to reflect, it is not clear whether/how they actually reflect, due to the all-purpose word reflection has become. A strategy, using group discussions along with supervision/guidance in how to reflect, demonstrated to expand clinical reasoning into reflections about postgraduate students' clinical actions and professional growth.
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Affiliation(s)
- S Koole
- Department of Periodontology and Oral Implantology, Faculty of Medicine and Health Sciences, Dental School, Ghent University, Ghent, Belgium
| | - P Fine
- Department of Continuing Professional Development, UCL Eastman Dental Institute, London, UK
| | - H De Bruyn
- Department of Periodontology and Oral Implantology, Faculty of Medicine and Health Sciences, Dental School, Ghent University, Ghent, Belgium
- Department of Prosthodontics, Faculty of Odontology, School of Dentistry, Malmö University, Malmö, Sweden
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20
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Tricio J, Woolford M, Escudier M. Dental students' reflective habits: is there a relation with their academic achievements? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:113-121. [PMID: 25041110 DOI: 10.1111/eje.12111] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/13/2014] [Indexed: 06/03/2023]
Abstract
INTRODUCTION Reflection is regarded as an important and essential component of healthcare professionals' education and practice. This cross-sectional study aimed to explore the levels of reflection habits of dental students and clinical and PhD postgraduate trainees and to establish the relationship between students' reflection and their academic performance. MATERIALS AND METHODS A total of 324 subjects (208 females, 56% ≥23 years of age) from King's College London Dental Institute, consisting of 281 undergraduate and 43 postgraduate trainees, responded to the invitation to participate and completed an online self-reported Reflection Questionnaire; this assesses two levels of non-reflective actions (Habitual Action and Understanding) and two levels of reflective actions (Reflection and Critical Reflection). Reflection results were compared amongst different cohorts and correlated with students' academic performance. RESULTS Reflection Questionnaire mean scores were 10.7 for Habitual Action, 17.3 for Understanding, 17.0 for Reflection and 14.4 for Critical Reflection, with significant differences between cohorts of undergraduate students, clinical postgraduates and PhD trainees. Reflection and Critical Reflection mean scores were higher as students climbed courses. Further, those ≥24 years of age and those with previous university degrees demonstrated higher reflective habits, whilst there was no gender difference. Additionally, the assessment programme methods correlated differently to the Reflection Questionnaire scores. DISCUSSION The Reflection Questionnaire's internal reliability was acceptable. The most common approaches used by both students and trainees were Understanding and Reflection, whilst those with high Understanding scores also tended to have good Reflective scores. Further, multiple choice questions encouraged students to 'understand', whilst ill-defined problems, such as those from essays to clinical reasoning cases, increased this to the reflection scale. CONCLUSION To foster reflective thinking, tutoring should primarily be focused on younger students (≤23 years old) and those without a previous university degree. Further, a wide variety of assessment methods is suggested to stimulate different reflective constructs.
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Affiliation(s)
- J Tricio
- King's College London Dental Institute, London, UK; Faculty of Dentistry, University of los Andes, Santiago, Chile
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21
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Bissell V, Felix DH. The francis report – implications for the education and training of dental professionals. ACTA ACUST UNITED AC 2015; 42:215-8. [DOI: 10.12968/denu.2015.42.3.215] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Vince Bissell
- Professor of Restorative Dentistry and Dental Education, Glasgow Dental School, 378 Sauchiehall Street, Glasgow, G2 3JZ, UK
| | - David H Felix
- Dean of Postgraduate Dental Education, NHS Education for Scotland, Westport 102, Edinburgh EH3 9DN, UK
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22
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Goh ECL, Hsu CYS. Assessing short and long-term educational impact of visits to hospice via a combination of qualitative methods. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18:80-85. [PMID: 24521143 DOI: 10.1111/eje.12056] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/10/2013] [Indexed: 06/03/2023]
Abstract
While qualitative methods have gained considerable recognition in medical education research, employing multiple qualitative data sources in assessing long-term educational impact is rare. Utilising in-depth data analysis method to six cross-sectional cohorts (2004-2009) of students' reflection papers (n = 213), this article demonstrates how students experienced subtle but important shifts in their attitudes (including personal, professional and spiritual domains) after making field visits to a hospice centre as part of the Special Needs Dentistry module. For retrospective assessment of learning retention, a pilot focus group was conducted with three junior faculty members who participated in the field visits to a hospice during their own undergraduate training. A subsequent focus group was conducted with graduates of the 2008 (n = 8) cohort using a refined discussion guide arising from the analysis of pilot group results. Graduates were unanimous in stating that the visits had sown 'seeds' in their minds and hearts, seeds which started to grow after they completed dental school and began to practice. This is demonstrative of the long-term positive educational impact of the pedagogical design that entailed a special site visit coupled with post-visit debrief and written reflection.
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Affiliation(s)
- E C L Goh
- Department of Social Work, National University of Singapore, Singapore
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23
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Curtin S, Trace A. Exploring motivational interviewing and its philosophical alignment to an undergraduate behavioural science programme in dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:83-87. [PMID: 23574184 DOI: 10.1111/eje.12009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/16/2012] [Indexed: 06/02/2023]
Abstract
Motivational interviewing (MI) is a client-centred, directive, therapeutic approach that enhances clients' readiness to change by exploring their ambivalence about doing so, thus increasing their motivation to change, and by helping them to commit to the process of change. MI is now being applied to dentistry in the area of oral health e.g. smoking cessation and the prevention of early childhood caries. This aligns dentistry with other healthcare professions in their focus on utilising MI to bring about behavioural change. This paper focuses on how the profession of dentistry would benefit from examining how to integrate MI both in undergraduate teaching and practice. Currently the teaching focus in relation to MI has centred on the theoretical content and less on underlying philosophy. This paper explores how a teaching philosophy, as delivered in the behavioural science programme in the School of Dentistry, University College Cork, Ireland, can provide a framework for teaching MI. Key components within this teaching philosophy are: teaching for understanding, developing reflective practice and student-centred teaching.
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Affiliation(s)
- S Curtin
- School of Dentistry, University College Cork, Cork City, Ireland.
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24
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Jonas-Dwyer DRD, Abbott PV, Boyd N. First reflections: third-year dentistry students' introduction to reflective practice. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e64-e69. [PMID: 23279416 DOI: 10.1111/j.1600-0579.2012.00763.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/27/2012] [Indexed: 06/01/2023]
Abstract
INTRODUCTION To develop both professionally and personally, health professionals need to build essential skills in reflective practice. Educators generally agree that these skills should be developed as part of curricula for health professional students. The aims were to introduce reflective practice to third-year dentistry students and to evaluate the students' self-perceived reflective skills before and after their reflective activities. MATERIALS AND METHODS Using a written questionnaire, third-year dentistry students' perceptions of reflective practice were gathered before and after their first clinic placement. Students also completed two reflective writing pieces about their clinical placements. RESULTS The students' reflective writing pieces were allocated into one of the three categories: non-reflector, reflector and critical reflector. Content analysis of students' perceptions of reflective practice revealed nine themes. Eight main themes emerged from students' suggestions for improving their reflective abilities. DISCUSSION AND CONCLUSION Issues around the assessment of reflective writing are discussed, and students' suggestions for improving their reflective abilities are presented.
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Affiliation(s)
- D R D Jonas-Dwyer
- Medical Education, Education Centre, Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, Perth, WA, Australia.
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Koole S, Vanobbergen J, De Visschere L, Aper L, Dornan T, Derese A. The influence of reflection on portfolio learning in undergraduate dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e93-e99. [PMID: 23279421 DOI: 10.1111/j.1600-0579.2012.00766.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/15/2012] [Indexed: 06/01/2023]
Abstract
INTRODUCTION Disparity exists between the growing consensus about the positive effects of reflection on performance and the scarcity of empirical evidence demonstrating this effect. Portfolios are considered a useful instrument to assess and supervise competence-based education and to stimulate reflection. The present study describes the introduction of a portfolio in a social dentistry and oral health promotion course and investigates student reflection as a predictor for the acquisition of the other competences in the course. METHODS Fourth year undergraduate dental students (n = 110) in the course 'Society and Health' between 2008 and 2011 collected evidence in their portfolios, demonstrating the acquisition of five competences: the ability to (1) assess the oral health profile of a target group; (2) integrate theoretical models in health promotion; (3) search for and apply scientific evidence; (4) work trans-, multi- and/or trans-disciplinarily; (5) reflect on personal development. Linear regression analysis was used to investigate the predictive value of reflection on the other course related competences. RESULTS Reflection scores proved to significantly predict other course-related competences, when analysing all students between 2008 and 2011 and for each year separately, explaining between 10.7% and 25.5% of the variance in the other competences. CONCLUSION Undergraduate dental students' competences related to social dentistry and oral health promotion were significantly predicted by the reflection scores obtained in a portfolio-based context. In line with the growing consensus about the benefits of reflection for dental students and professionals, results suggest the value to further develop the integration of reflection in dental education and practice.
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Affiliation(s)
- S Koole
- Centre for Educational Development, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium.
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Stenfors-Hayes T, Lindgren LE, Tranaeus S. Perspectives on being a mentor for undergraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2011; 15:153-158. [PMID: 21762319 DOI: 10.1111/j.1600-0579.2010.00649.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
As part of the new study programme in Dentistry, an obligatory mentor programme was introduced during autumn 2005 for all student dentists at Karolinska Institutet, Sweden. The aim of the programme is to provide support and guidance for the students in their professional role as dentists. All mentors in the programme are licenced dentists and lecturers at the Department of Dental Medicine. The mentors follow three to five mentees throughout the entire 5 year programme. This study aims to evaluate the programme from the mentors' perspective and to explore the perceived effects of being a mentor. Following an exploratory focus group, questionnaires were distributed to all mentors (n = 66, response rate 83%). The results of the evaluation of the programme show that being a mentor is perceived to be rewarding in many different ways, including an increased understanding of the students' situation and some professional development as a teacher.
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Affiliation(s)
- T Stenfors-Hayes
- Centre of Medical Education, The Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden.
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Tsang AKL, Walsh LJ. Oral health students' perceptions of clinical reflective learning--relevance to their development as evolving professionals. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2010; 14:99-105. [PMID: 20522109 DOI: 10.1111/j.1600-0579.2009.00598.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
CONTEXT A clinical professional should be a reflective practitioner, however reflective learning and deliberate clinical reflections have not traditionally featured in dentistry or dental hygiene programs. To the authors' knowledge, there are no studies exploring the perceptions of oral health students to reflective learning and clinical reflective practices. AIM This study determined student perceptions of clinical reflective learning and its relevance to their clinical and professional development. METHODS Reflective learning was embedded as a topic in the curriculum of the University of Queensland Bachelor of Oral Health program, within the discipline of dental hygiene practice. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students' perceptions of clinical reflective learning were obtained via quantitative and qualitative analyses of sequenced questionnaires. Computer-assisted thematic analyses of the students' reflective journals, reflective essays and summary notes from in-class group discussions validated students' perceptions. RESULTS Students (n = 17) perceived clinical reflective learning as relevant, and useful for consolidating their clinical learning and accelerating their professional development. In particular, students gained insights about their strengths and weaknesses, thought more deeply about what they were doing in the clinic, and unpacked difficult concepts. CONCLUSION Students views of clinical reflective learning in this program were positive. They believed that the deliberate reflective process assisted their clinical learning and professional development.
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Affiliation(s)
- A K L Tsang
- School of Dentistry, The University of Queensland, 200 Turbot Street, Brisbane, QLD 4000, Australia.
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Kardos RL, Cook JM, Butson RJ, Kardos TB. The development of an ePortfolio for life-long reflective learning and auditable professional certification. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:135-141. [PMID: 19630931 DOI: 10.1111/j.1600-0579.2008.00551.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Recent legislative changes, that affect all healthcare practitioners in New Zealand, have resulted in mandatory audits of practitioners who are now required to provide evidence of competence and continued professional development in the form of a professional portfolio. These changes were the motivation for our development of an electronic portfolio (ePortfolio) suitable for both undergraduate and life-long learning. Bachelor of Oral Health (BOH) students, studying to qualify as Dental Hygienists and Dental Therapists, and BOH teaching staff (who held registrations in Dental Hygiene, Dental Therapy and Dentistry) trialled the use of a personal ePortfolio for advancing their academic and professional development. The ePortfolio enables BOH students to collect evidence of their achievements and personal reflections throughout their 3 years of undergraduate study, culminating in registration and the award of an Annual Practising Certificate (APC). The ePortfolio was designed to allow users to store information and then select appropriate material to be displayed or published, thus assisting health practitioners to present high-quality evidence of their participation and achievements, and to meet the professional requirements for their APC.
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Affiliation(s)
- R L Kardos
- Department of Oral Sciences, Faculty of Dentistry, University of Otago, Otago, New Zealand.
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