Profession or Business?

Nash, David A.; Willard, William

doi:10.14219/jada.archive.2004.0008

Cited by 1 publication

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“…The ways that meanings circulate through the physical surroundings and the objects that signify dentistry are examples of different, less explored perspectives that could be deployed to help to shift understanding of this phenomenon to one that uncovers its full supercomplexity. The debate around whether dentistry is a business or a profession is another illustration of the supercomplex nature of dental practice because differing conceptual frameworks may be used to define the issue, and the debate frequently distils to an unsatisfactory binary. This debate involves value positions and perspectives that are (seemingly) at odds, but perhaps by engaging with and examining the different perspectives, we may be able to come to understand a little more, the supercomplex nature of contemporary dental practice…”

Section: Introduction: What Is Supercomplexity?mentioning

confidence: 99%

Are dental students ready for supercomplex dental practice?

Leadbeatter

Peck

2017

Eur J Dental Education

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Contemporary dental practice requires practitioners who are able to draw upon varying interconnected knowledge and skills, in order to make judgments and take action when faced with multiple, often contradictory, ways of interpreting a situation. However, the curricula that prepare students for dental practice are traditionally based on the theoretical knowledge and technical skills to be gained by students. This is despite evidence in the dental literature of a collective desire for graduates to have more range and depth in their repertoire. Examination of contemporary dental practice through the lens of supercomplexity (Higher Education, 40, 409 and 2000) provides contextual understanding and a platform to explore the types of learning and curriculum approaches that can best prepare students for professional practice. From the insights offered by examples from other professional fields, we, as dental educators, can begin to conceptualise learning dentistry as much more than competency frameworks or descriptions of what students need to know and be able to do. Rather, to equip graduates for contemporary dental practice, the dental curriculum needs to become a vehicle for students to develop personally and professionally as well as teaching the theoretical and technical aspects of dentistry.

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Section: Introduction: What Is Supercomplexity?mentioning

confidence: 99%