Responsibility in dental praxis: an activity theoretical perspective

Ardenghi, Diego Machado; Roth, Wolff‐Michael; Pozzer-Ardenghi, Lilian

doi:10.1108/13665620710747924

Cited by 10 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By contrast, in this study activity theory forms the basis of an analytical tool for researching and analysing collaboration across organisational and professional boundaries. There are precedents to support this (Ardenghi, Roth, and Pozzer-Ardenghi 2007;Haigh 2007;Daniels et al 2010;De Feijter et al 2011) which were particularly helpful in this study where the process of critically questioning existing practices and modelling new solutions resonated with the process of designing the Fd in conjunction with establishing the new AP role as will be discussed.…”

Section: Learning Within the Workplacementioning

confidence: 83%

The role of the practice trainer as an agent of co-configuration

Reid

2015

Studies in Continuing Education

View full text Add to dashboard Cite

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally shaped. This paper draws on the findings of a case study which utilised the tools of activity theory to develop insights into the complexities of bridging educational institutions and the workplace in support of learners in order to build capacity in healthcare. The case study centres on development of a new assistant professional (AP) role, underpinned by a two-year foundation degree qualification. During the programme learners are supported by a 'practice trainer' who has a dedicated role in supporting learning across academic and workplace environments. The study explores the role of practice trainers in promoting expansive learning which creates new solutions to meet emerging demands. It is set within an interpretivist research paradigm with data gathered through semi-structured interviews and a focus group with key members of the partnership. The findings reveal the centrality of practice trainers in aligning the educational programme to the needs of the emerging AP role. A similar, dedicated role is recommended in other professional and vocational programmes to foster conditions which enable a more contextualised learning experience.

show abstract

Section: Learning Within the Workplacementioning

confidence: 83%

The role of the practice trainer as an agent of co-configuration

Reid

2015

Studies in Continuing Education

View full text Add to dashboard Cite

show abstract

Occupational Exposure to Potentially Infectious Biological Material in a Dental Teaching Environment

Machado-Carvalhais¹,

Ramos-Jorge

Auad

et al. 2008

Journal of Dental Education

View full text Add to dashboard Cite

The aims of this cross-sectional study were to determine the prevalence of occupational accidents with exposure to biological material among undergraduate students of dentistry and to estimate potential risk factors associated with exposure to blood. Data were collected through a self-administered questionnaire (86.4 percent return rate), which was completed by a sample of 286 undergraduate dental students (mean age 22.4 ±2.4 years). The students were enrolled in the clinical component of the curriculum, which corresponds to the final six semesters of study. Descriptive, bivariate, simple logistic regression and multiple logistic regression (Forward Stepwise Procedure) analyses were performed. The level of statistical significance was set at 5 percent. Percutaneous and mucous exposures to potentially infectious biological material were reported by 102 individuals (35.6 percent); 26.8 percent reported the occurrence of multiple episodes of exposure. The logistic regression analyses revealed that the incomplete use of individual protection equipment (OR=3.7; 95 percent CI 1.5-9.3), disciplines where surgical procedures are carried out (OR=16.3; 95 percent CI 7.1-37.2), and handling sharp instruments (OR=4.4; 95 percent CI 2.1-9.1), more specifically, hollow-bore needles (OR=6.8; 95 percent CI 2.1-19.0), were independently associated with exposure to blood. Policies of reviewing the procedures during clinical practice are recommended in order to reduce occupational exposure.

show abstract

Drawings to explore faculties‘ and students‘ perceptions from different generations cohorts about dental education: A pilot study

Grazziotin‐Soares

Ardenghi

2022

BDJ Open

View full text Add to dashboard Cite

Introduction/Aims We aimed at using drawings as a form of data collection to give voice to older and younger generations in regards to educational practices in undergraduate dentistry. Materials and methods First year dental students (younger generations) and faculty members (older generations) produced drawings depicting their perceptions of the current dental education learning environment. Qualitative analysis was conducted independently by two researchers using the drawings to produce codes, categories and themes. Results 15 drawings were produced: 9/34 (26.4%) made by students and 6/20 (30%) made by faculty members. The generated themes indicated that students and faculties found that dental education is going through a challenging time, because of the restrictions caused by the COVID-19 pandemic; and that they were aware about the evident division between basic/preclinical and applied/clinical courses. Faculties showed hopeful signs that the situation may get better. Students‘ drawings evoked the following topics: digital connectedness, diversity, time goes by, and future aspirations in Dentistry. Discussion This study reinforced the validity of visual methods as an approach in research and showed different graphical features (features that might be intentionally or unintentionally represented in the drawings) that gave voice to participants. These voices could have been invisible in more traditional qualitative approaches, such as interviews or questionnaires. Conclusions Although the two groups of participants came from different generation cohorts, they had aligned perceptions regarding challenges in dental education, and mentioned the separation between preclinic and clinic. Drawings were unique, innovative, and an interesting tool to express perceptions regarding today’s learning environment. These insights can consequently help educators to personalize teaching approaches to better meet the needs of the students.

show abstract

Responsibility in dental praxis: an activity theoretical perspective

Cited by 10 publications

References 18 publications

The role of the practice trainer as an agent of co-configuration

The role of the practice trainer as an agent of co-configuration

Occupational Exposure to Potentially Infectious Biological Material in a Dental Teaching Environment

Drawings to explore faculties‘ and students‘ perceptions from different generations cohorts about dental education: A pilot study

Contact Info

Product

Resources

About