Teaching health promotion competencies in undergraduate dentistry training: A unique pedagogical approach

Abstract

Issue Addressed: Using appropriate pedagogical approaches in undergraduate dentistry training is important to develop student's health promotion knowledge, and to shape their attitude towards using these competencies in future dentistry practice. This brief report documents the signature pedagogical approach developed for an undergraduate health science subject at James Cook University, to teach dentistry students health promotion competencies.Pedagogical Approach: The signature pedagogy involves three key approachesexperiential learning, cooperative learning and inquiry-based learning. Experiential learning "beyond the classroom" enables students to develop and deliver a school-based oral health promotion program. "Inside the classroom," role-plays encourage students to apply their health promotion skills to real-world dentistry scenarios. Cooperative learning techniques such as "think, pair, share" create a supportive environment for students to confidently exchange ideas; and inquiry-based learning engages students in thinking critically about health promotion strategies to address contemporary oral health challenges. These pedagogical approaches have developed student's understanding of the health promotion competencies required of a newly qualified dentist. Conclusion:Pedagogical approaches that engage dentistry students in experiential, cooperative and inquiry-based learning are important considerations for undergraduate teaching, to strengthen understanding of health promotion and to help shape student's attitude towards using these competencies in future dentistry practice.

Destination integration: linking physiology, histology, and embryology content in foundational sciences

“…A frequent utilization of the think-pair-share strategy is best characterized as component of the “flipped classroom,” where TPS is incorporated for learners to review content materials before the teaching session, to then pair up and share concepts, ideas, and/or answers to questions posed by the educator. Indeed, positive outcomes incorporating TPS within flipped classrooms have been documented for a range healthcare professional programs including medicine ( Rao and DiCarlo, 2000 ; Pluta et al, 2013 ; Moffett, 2015 ; Carpenter et al, 2020 ), dentistry ( Allen et al, 2022 ), pharmacy ( McLaughlin et al, 2014 ), and physician assistant ( Deshpande et al, 2020 ), as well residency program ( Martinelli et al, 2017 ) education. While there is rich evidence of incorporating the technique with students, few reports have described using this format with educators themselves.…”

Excellence in health promotion learning and teaching scholarship

“…The authors argue that this will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care, and sugar‐sweetened beverage taxes. Allen et al 16 report on a signature pedagogical approach to develop health promotion competencies included in the Australian Dental Council professional competencies for new dentists. The signature pedagogy involves three key approaches—experiential learning, co‐operative learning, and inquiry‐based learning.…”