![]() Clinical dental education is not merely concerned with teaching a range of techniques it is a complex exemplar of situated learning 4 drawing on a whole raft of educational theories and practices in order to produce competent, skilled and autonomous dental practitioners. Nevertheless, neither the value of quality teaching, nor the need for scholarship in dental education can be overlooked given the potential contributions that each can bring to this specialty subject. It must be acknowledged that financial constraints will impact adversely upon the infrastructures available to support student learning, especially in the clinical context where a complex infrastructure is required to support chairside teaching and learning. ![]() We argue that these theories make a vital contribution to an understanding of dental education. Increasingly the significance of social learning is being acknowledged. Historically, educational practices focused on the individual learner. This paper highlights some of the innovations that have been implemented in learning and teaching in higher education over recent decades and suggests ways in which these strategies can be adapted as useful resources for learning in clinical dentistry. The aim of this paper is to help ensure that an informed learning experience is achieved for all students engaged in clinical dental education. 3 What this paper seeks to do is to locate each of these themes within the wider context of a theoretical frame highlighting the need for dental education to be underpinned by such constructs. 1 The second evaluated chairside teaching on a UK wide scale, 2 while the third provided educational tools to encourage collaboration among clinical educators to share good chairside teaching practices. The first of these investigated the stakeholders' perceptions of this teaching at one dental school. ![]() However, such moves have not always been successful, as a series of three articles that the authors produced on dental chairside teaching have demonstrated. The various initiatives that have been introduced as a consequence have all sought to improve students' educational experiences. Over the past four decades, teaching and learning in higher education has been informed by a variety of educational theories. ![]()
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