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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Marfan syndrome (MFS) is a connective tissue disorder of variable inheritance that affects multiple organ systems. Cardiovascular, ocular, and skeletal abnormalities are cardinal features of the syndrome. Orofacially, MFS patients typically exhibit skeletal class II malocclusion, dolichofacial growth pattern, mandibular retrognathia, malar hypoplasia, high arched palate, dental crowding, and root anomalies. The purpose of this paper is to provide a review of the literature, as well as describe an 11-year-old female with MFS diagnosed at the age of 10.5 years. This report emphasizes the orofacial findings in MFS and highlights particularities of dental treatment when social deficits and intellectual disabilities are also implicated.

This essay describes The Evolving Professional (EP) concept at use within the School of Dentistry, the University of Queensland as a mutli-level framework that connects the learner and the educator in the scholarship of learning, the scholarship of teaching and learning and professional development. Perspectives and reflections into how this concept could be used to connect the nexus between professional development and scholarship of teaching and learning, to broaden the "teaching commons" and how this concept relates to learners and educators of professional training programs are explored. KeywordsProfessional development, Professional socialization, Scholarship of learning, Scholarship of teaching and learning, Pedagogical content knowledge The Evolving Professional (EP) Concept as a Framework for the Scholarship of Teaching and LearningAnnetta K L Tsang University of Queensland Brisbane, Queensland, Australia ak.tsang@uq.edu.au Abstract This essay describes The Evolving Professional (EP) concept at use within the School of Dentistry, the University of Queensland as a mutli-level framework that connects the learner and the educator in the scholarship of learning, the scholarship of teaching and learning and professional development. Perspectives and reflections into how this concept could be used to connect the nexus between professional development and scholarship of teaching and learning, to broaden the "teaching commons" and how this concept relates to learners and educators of professional training programs are explored.

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students' perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students.