A Model for Overview of Student Learning: A Matrix of Educational Outcomes Versus Methodologies

Abstract

A concise overview of an institution's aspirations for its students becomes increasingly elusive because dental education has evolving emphases on priorities like critical thinking and adapting to new technology. The purpose of this article is to offer a learner-oriented matrix that gives a focus for discussion and an overview of an institution's educational outcomes. On one axis of the matrix, common educational outcomes are listed: knowledge, technical skills, critical thinking, ethical and professional values, patient and practice management, and social responsibility awareness. On the other axis, methodologies are listed: deinition, cultivation strategies, measures (summative/formative, objective/subjective), institutional coordination, and competency determination. By completing the matrix, an overview of the process by which students reach these outcomes emerges. Each institution would likely complete the matrix differently and, ideally, with active discussion. While the matrix can irst be used to establish "Where are we now?" for an institution, it can also be a starting point for more extensive matrices and further discussion. Vertical and horizontal analyses of the matrix provide a unique lens for viewing the institution's learning environment.

Soft skills and dental education

“…Johnsen et al. presented three stages used in the teaching of critical thinking at the College of Dentistry, University of Iowa. The initial phase includes introduction to the concepts of critical thinking, scientific literature and evidence‐based dentistry in their pre‐clinical years followed by PBL.…”

Dental Education Required for the Changing Health Care Environment

“…While we have observed that many schools are making advances in developing a culture of inquiry and looking beyond courses and disciplines, the dental education culture remains strongly attached to traditional courses and disciplines. A key assumption to move forward is that while knowledge and technical skills can be more discipline‐specific, all other needed outcomes cross disciplines and curricular years, requiring better curriculum integration 14 , 15 . For example, critical thinking, ethics, social responsibility, treatment planning, communication and leadership skills, risk assessment, technology, decision making, literature search and critique, evidence‐based dentistry, interprofessional education, and problem‐based learning (PBL) inherently cross disciplines and curriculum years.…”

“…The thought process (what students are to do and how they reach and justify an appropriate answer) becomes the outcome. Critical thinking does not fit neatly into courses and departments, thus challenging a culture built around courses and departments, knowledge, and technical skills 14 . An inherent challenge in assessment of critical thinking is that there is no body of scholarship for the accreditation standards, so there is no peer‐reviewed prototype and no reference point that can be used in education or to calibrate accreditation site visitors 20 , 37 …”

The Level of Program Learning Outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program

“…Because the attributes such as the presence of a culture of inquiry and respect essential for much of learning may not be apparent from a student‘s performance in any course ( Johnsen, 2013 ). A course-based evaluation of the curriculum also lacks a cohesive way to bring together and balance outcomes regarding practical knowledge, technical proficiency, critical thinking, ethics, social responsibility, etc ( Harden, 2001 ; Mazurat and Schönwetter, 2008 ; Johnsen et al, 2011 ) since training and assessment in those areas across disciplines and academic years can appear to be fragmented throughout the curriculum ( Johnsen, 2012 ). In these circumstances, the overall evaluation of the PLOs through seeking the opinion of the fresh graduates may prove one of the best tools to evaluate the performance of a dental program as well as the level of achievement of its intended learning outcomes.…”