Dentists’ Perceptions of Their Peer Learning Experiences in Dental School and Effects on Practice

Abstract

Peer‐assisted learning (PAL) has been found in medical, nursing, and dental education research to aid in preparing students to develop clinical judgment, leadership, and teamwork skills. This study sought to extend that research by assessing the effect of PAL on dentists in practice. The aim of this study was to ask practicing dentists who were clinically trained with PAL in dental school for their perceptions of the effects and value of that training for their patient care, team relations, and professional development. In addition, participants were asked for recommendations to improve pairing and the matching process. An electronic survey was sent in October 2017 to all 667 dentists who graduated from Midwestern University College of Dental Medicine‐Arizona from 2012 to 2017, all of whom had been trained in a PAL‐general practice model. A total 107 alumni responded, for a 16% overall response rate; the response rate averaged 16.7% for each class. The majority (83.6%) of responding dentists recommended peer learning in clinical dental education. Survey participants attributed their clinical judgment (72.3%) and teamwork (80.9%) skills to peer pairing in dental school. Among the respondents, 89.8% had taken leadership roles and were training team members, and 75.7% reported enjoying teaching others. Of the 65% who commented on peer pairing enhancements, 15% recommended rotation of peers for greater learning experiences, and 24% advised personality assessments for future pair matching. These results suggested that participating in PAL had helped prepare these alumni for practice.

A multicenter study of dental curricula in Asia/Pacific nations: The views and experiences of final‐year dental students

“…The responses of participants in this study seemed to reflect the current evidence for peer‐learning strategies, where they provide moral support and recognize peers as a legitimate source of learning 30,31 . Earlier research suggests that dentists trained in the peer‐learning model support this and agree that it enhances learning among the students, and provides students with teaching experience and social skills, which could help their teamwork, leadership, and professional development 32,33 . However, problems have been noted, with "individual" different personalities and learning styles of hindering such a system 34 .…”

“…30,31 Earlier research suggests that dentists trained in the peer-learning model support this and agree that it enhances learning among the students, and provides students with teaching experience and social skills, which could help their teamwork, leadership, and professional development. 32,33 However, problems have been noted, with "individual" different personalities and learning styles of hindering such a system. 34 The findings of the current study favor pairing students only in the junior years, where students are generally lacking in clinical exposure and knowledge.…”

Four-Handed Technique in Dental Education: Integrative Review

“…Among the studies reviewed, Qualtrough (2001) found that 63 % of students stated that efficiency was one of the most relevant advantages of working with a dental assistant (19). However, in another study, 21 % considered that the technique did not facilitate time management during the appointment (20). At the University of Malaysia, more than 95 % of the students considered that they learned from their partner and that clinical procedures were carried out more easily under this modality.…”

“…Similarly, the majority of the students surveyed consider that the mentor-apprentice relationship motivated them to learn (24) and even enjoyed teaching others and felt comfortable with the role of leader. 86.2 % recommended peer-assisted learning (20). However, 15 % of those surveyed stated that this technique negatively affects learning (20).…”

“…Under this dynamic, students and tutors recognize their potentialities and weaknesses and propose individual and common objectives (16). Roberts et al (2018) found that 60 % -65 % of the students felt more confident and communicated more easily with patients (20). However, one study found that more than half of the students faced problems with their partners and, although 60 % did not consider that it was an obstacle for their education (24), some recommended forming couples according to the personality of the students or rotate them throughout the term (20).…”