BackgroundChairside teaching is one of the teaching–learning methods in clinical dental education in which direct care is provided to patients. When students have been deemed competent in carrying out procedures on a dental phantom, they need clinical experience on patients, with guidance and constructive feedback from clinical teachers. Constructive feedback is an important learning platform in helping students analyse the strong and the weak aspects of their performance in order to identify required improvements. This study aimed to explore the practice of giving constructive feedback in chairside teaching.MethodA qualitative method with a case study design. Data were collected through in‐depth interviews and focus group discussions (FGDs) with clinical teachers and students in clinical rotation. Data triangulation was carried out by observing the practice of giving constructive feedback in chairside teaching and document analysis from January to April 2019. Results of the in‐depth interviews and FGDs were transcribed verbatim and analysed using a thematic analysis approach.ResultIn‐depth interviews with five programme coordinators and FGDs with two groups of clinical teachers (N = 8 and N = 6) and two clinical student groups (N = 8 each). Three main themes emerged in this study: ways to provide feedback, challenges on feedback provision and challenges on feedback follow‐up.ConclusionDifferences in perception between clinical teachers and students were identified, influenced by students' interactions with the learning environment. Interventions are to be encouraged that involve teachers, students and institutions, and the interactions amongst the three.
Background: Clinical stage learning in dentistry provides broad opportunities for students to give services directly to patients (chairside teaching). This certainly requires a great deal of attention to patient safety, so there is a need for supervision and giving feedback in learning. This study aimed to explore learning with the direct involvement of patients in clinical dental stage in dentistry. Methods: This was a qualitative study with a case study design, conducted from January to April 2019. Data collection was carried out through in-depth interviews and focus group discussions (FGD) with clinical supervisors and clincal students at the Dentistry, Universitas Yarsi. Data triangulation was carried out by observation of the implementation of chairside teaching. The data obtained were analyzed qualitatively. Results: In-depth interviews with 5 policy makers and FGDs with 2 groups of clinical supervisors (n = 8 and n = 6), and 2 groups of clincal students (n = 8 each) produced 3 themes. These three themes are the role of clinical teachers, the learning environment with patients, and the role of students. Conclusion: Supervision had been carried out in chairside teaching but it was not optimal yet. Therefore, it is necessary to adjust the level of supervision which is supported by providing constructive feedback to ensure patient safety and help students achieve the expected competencies.
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