Soft skills and dental education

Gonzalez, Maria Angela Garcia; Kasim, Noor Hayaty Abu; Naimie, Zahra

doi:10.1111/eje.12017

Cited by 65 publications

(76 citation statements)

References 67 publications

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“…To aid discussion during the workshop, a reading list of relevant references was distributed to all registered participants. The references were categorised under the following subject headings: Selection of appropriate assessment tools; Selection of appropriate standard setting methods; Workplace‐based assessment; How best to assess “soft‐skills” such as professionalism, leadership and management …”

Section: Pre‐workhop Online Registrant Survey Results and Reading Listmentioning

confidence: 99%

Assessment in a global context: An international perspective on dental education

Patel

Tonni

Gadbury‐Amyot

et al. 2018

Eur J Dental Education

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Assessments are widely used in dental education to record the academic progress of students and ultimately determine whether they are ready to begin independent dental practice. Whilst some would consider this a "rite-of-passage" of learning, the concept of assessments in education is being challenged to allow the evolution of "assessment for learning." This serves as an economical use of learning resources whilst allowing our learners to prove their knowledge and skills and demonstrating competence. The Association for Dental Education in Europe and the American Dental Education Association held a joint international meeting in London in May 2017 allowing experts in dental education to come together for the purposes of Shaping the Future of Dental Education. Assessment in a Global Context was one topic in which international leaders could discuss different methods of assessment, identifying the positives, the pitfalls and critiquing the method of implementation to determine the optimum assessment for a learner studying to be a healthcare professional. A post-workshop survey identified that educators were thinking differently about assessment, instead of working as individuals providing isolated assessments; the general consensus was that a longitudinally orientated systematic and programmatic approach to assessment provide greater reliability and improved the ability to demonstrate learning.

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Section: Pre‐workhop Online Registrant Survey Results and Reading Listmentioning

confidence: 99%

Assessment in a global context: An international perspective on dental education

Patel

Tonni

Gadbury‐Amyot

et al. 2018

Eur J Dental Education

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“…In addition, little attention has been paid to study differences across disciplines outside medicine. While much research has focused on the multifaceted and complex phenomenon of role modelling in diverse medical settings, limited evidence exists on the perceptions of dental 18 , 19 and pharmacy students 20 - 23 about role modelling. Therefore, we examined the insights as well as demographic attributes of graduating students across health disciplines (medicine, dentistry, and pharmacy) to determine which professional and humanistic attributes demonstrated by medical teachers, as well as other potential factors, caused them to be perceived by students as PRMs and NRMs.…”

Section: Introductionmentioning

confidence: 99%

Factors associated with students’ perceptions of role modelling

et al. 2016

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ObjectivesTo determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. MethodsQuantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. ResultsIn total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p<0.0001; and β for NRMs= 0.20, p= 0.039). ConclusionsHumanistic and professional attributes were proposed as major components of personal traits in perceived role models. Demonstration of humanistic attributes by teachers was strongly correlated with the students’ perception of the role models. It is suggested that the role of humanistic and professional attributes should be highlighted across medical disciplines in an effort to develop or improve role modelling by academic staff.

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“…The ability to convey messages clearly to patients, listen, be observant and respond to patients' needs, empathise, understand and carry out consultations in an organised and a professional manner are considered basic requirements of a competent dentist. [1] The clinical teachers agreed that a communication skills module should be included in the future dental curriculum. They suggested that such a course be embedded throughout the curriculum; the objective of this strategy would be to align what is taught and assessed.…”

Section: Discussionmentioning

confidence: 99%