Curricular and instructional implications of competency‐based dental education

Hendricson, William D.; Kleffner, John H.

doi:10.1002/j.0022-0337.1998.62.2.tb03185.x

Cited by 43 publications

(28 citation statements)

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“…Questioning helps students retrieve what they know and apply it appropriately in new contexts. ‘Connect‐the‐dot’ (p. 47) questions help students to think about and verbalise their understanding of the relationships between isolated knowledge (23):…”

Section: Teaching For Learningmentioning

confidence: 99%

“…Self‐management strategies, including self‐assessment, promote learning (2). Some students struggle to self‐assess – they are unaware that they are not competent (23). These students also struggle to learn by simply observing clinical teachers in their interaction with patients (23).…”

Section: Teaching For Learningmentioning

confidence: 99%

“…Some students struggle to self‐assess – they are unaware that they are not competent (23). These students also struggle to learn by simply observing clinical teachers in their interaction with patients (23). They require precise and frequent feedback from the clinical teacher (23).…”

Section: Teaching For Learningmentioning

confidence: 99%

“…These students also struggle to learn by simply observing clinical teachers in their interaction with patients (23). They require precise and frequent feedback from the clinical teacher (23). It is arguable that such feedback is pertinent for all clinical learners.…”

Section: Teaching For Learningmentioning

confidence: 99%

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Making the most of teaching at the chairside

McMillan

2011

European Journal of Dental Education

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This study examines the chairside as an opportunity for teaching and learning. It sets out to understand how students learn in the dental clinic so that they can better be supported in their clinical learning. The study draws on current theories of learning to establish a rationale for effective chairside teaching. Current theories highlight the active role of learners in ‘constructing’ their own knowledge of a field, and emphasise the importance of active learning and reflection in this process. The study is practical in nature. It weaves evidence from empirical studies of medical and dental clinical teaching, as well as ‘best practice tips’ from the literature, with theory to suggest a strategy for effective teaching in the clinical context. The study concludes with a caveat, warning that effective clinical teaching requires an investment in time.

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Section: Teaching For Learningmentioning

confidence: 99%

Section: Teaching For Learningmentioning

confidence: 99%

Section: Teaching For Learningmentioning

confidence: 99%

Section: Teaching For Learningmentioning

confidence: 99%

See 2 more Smart Citations

Making the most of teaching at the chairside

McMillan

2011

European Journal of Dental Education

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“…Competence includes knowledge, experience, critical thinking and problem‐solving skills, professionalism, ethical values, and technical and procedural skills” (p. 844) 3 . The use of clinical settings, in which students practice for an extended period of time to expand their experience and work consistency, is a valuable method to assess student learning outcomes 2 , 4 …”

mentioning

confidence: 99%

Dental Students’ Skills Assessments: Comparisons of Daily Clinical Grades and Clinical and Laboratory Assessments

Bertoli

Lawson

Bishop

2018

Journal of Dental Education

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The aim of this study was to compare the daily clinical grades of third-year dental students during routine clinical activities involving direct and indirect operative procedures to clinical and laboratory assessments. The authors compared students' daily clinical grades to graded clinical assessments and compared daily clinical grades to laboratory assessments at one U.S. dental school. A total of 50 third-year students (participation rate: 98%) participated in this study during the school year of 2014-15. The study analyzed the students' daily clinical grades and graded assessments during regular clinical activities and two laboratory examinations. The results found no statistically significant differences between daily grades and the clinical assessments (p=0.2845). There were statistically significant differences between daily clinical grades and laboratory assessments (p=0.0024). This study found higher grades were given for procedures completed and graded in the clinical setting. Further studies are needed to explore the possibility of clinical grades being positively skewed.

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Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

Hendricson¹,

Kleffner²

2002

Journal of Dental Education

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When students struggle with routine assignments and fall behind classmates, a busy teacher may pigeonhole them as slow, give up on them, or become frustrated from failed efforts to bring them up to speed. Well-intentioned efforts to help struggling students by providing repetitions of the same experiences may fail because the specific cause of the sub-par performance was not identified. Six potential causes of inadequate student performance can serve as a diagnostic framework to help teachers pinpoint why a student is struggling academically: 1) cognitive factors, including poorly integrated, compartmentalized information, poor metacognition that hinders the student's ability to monitor and self-correct performance, bona fide learning disabilities that require professional assessment and treatment, and sensory-perceptual difficulties that may hinder performance in certain health care disciplines; 2) ineffective study habits, which are more common among professional students than faculty realize; 3) an inadequate educational experience (unclear objectives, poorly organized instruction, absence of coaching and timely feedback) or a punitive environment in which students avoid approaching instructors for assistance; 4) distraction due to nonacademic issues such as social relationships, health of a spouse, or employment; 5) dysfunctional levels of defensiveness that hinder student-teacher communication; and 6) underlying medical conditions that may affect student attentiveness, motivation, energy, and emotional balance. The objective of this article is to help faculty recognize potential underlying causes of a student's learning problems. Strategies for helping the academically struggling student are also introduced for several of these etiologies.

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Curricular and instructional implications of competency‐based dental education

Cited by 43 publications

References 0 publications

Making the most of teaching at the chairside

Making the most of teaching at the chairside

Dental Students’ Skills Assessments: Comparisons of Daily Clinical Grades and Clinical and Laboratory Assessments

Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

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