So how do you see our teaching? Some observations received from past and present students at the Maurice Wohl Dental Centre

Abstract

This study explores student perceptions of clinical teaching delivered at the Maurice Wohl Dental Centre, King's College London Dental Institute. An on-line survey together with two paper-based questionnaires were used to invite three immediate past cohorts of final-year dental students to reflect and comment on their experiences during their year of attendance. Supporting data from current student focus group and face-to-face interviews were also included in the study. The principal findings from these triangulated methodologies were that the overwhelming majority of students felt they got on very well with their teachers. The development of a positive professional relationship with the teacher appeared to motivate students to work better. Teaching thought to be overly didactic and authoritarian would not be well received. The principal teaching style identified at the Centre was considered to be supportive and nurturing, encouraging a self-motivated and reflective approach to clinical practice.

Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self‐determination theory

“…As explained by the social cognitive theory of learning (39), teachers modelling desired skills increase learners' perceptions of self-efficacy. Our findings are also consistent with those of previous research suggesting the relevance of performance-oriented feedback (6,17,24). When feedback is oriented to the task, presented as suggestions more than directives, with the opportunity for students to reflect-onaction and in-action, it supports the integration of new into existing experience and knowledge, thus promoting lifelong learning skills (37,40,41).…”

“…Prior studies have highlighted the importance of an autonomy-supportive teaching style in the education for the health professions to internalise students' behaviours (18,19,23). Motivation has been studied in the education of several health professions (19,23,(32)(33)(34), but to a lesser extent in dentistry (6). Moreover, the aforementioned studies mostly addressed students' voices, not considering the teachers' perspectives.…”

“…Over the last decade there has been increasing interest about the role of motivation in the education of health professionals (1)(2)(3)(4)(5). It has been suggested that clinical teachers have important influences on students' intrinsic motivation and performance (6)(7)(8). A number of studies have found that the internalisation of students' motivation in an intrinsic form is associated with increased interest, commitment, effort, learning and satisfaction with education (9)(10)(11)(12)(13).…”

Atributos de una docencia de calidad en la educación superior: una revisión sistemática

“…También existe evidencia de lo crucial que es el componente afectivo del profesor (Glenn et al, 2012;Monereo y Domínguez, 2014). Así lo refleja De la Rosa (2005) a través de las reflexiones sobre su práctica de profesores considerados como de excelencia y cómo llegaron a ser considerados como tales, destacan que no solo se debe dominar la disciplina, sino que además demostrar amor y pasión por su trabajo y ser conscientes sobre su responsabilidad como modelo a seguir (Davies et al, 2012;Duvivier et al, 2009).…”

“…Por una parte, los estudiantes otorgan mayor valor a las competencias pedagógicas y a las competencias genéricas (Alweshahi et al, 2007;Bartram y Bailey, 2009;Davies et al, 2012;Friz et al, 2011;Glenn et al, 2012;Jahangiri et al, 2013;Marín et al, 2011;Monereo y Domínguez, 2014;Parpala et al, 2011), y los profesores a las competencias disciplinares (Cabalín y Navarro, 2010;Casero, 2010;Singh et al, 2013). Los estudiantes valoran más el cómo el profesor transmite los conocimientos y cómo les facilita el aprendizaje, sin embargo, esa facilitación requiere además de competencias disciplinares.…”