title: Self-instruction in dentistry: a critique.
abstract: Recent activity and interest in self-instruction and programmed self-instruction emerged from studies which demonstrated the central importance of learner response with prompt consequences. Self-instructional procedures in formal education, e.g., teaching machines, were initially designed to be an improvement over conventional show-and-tell instruction in the arrangement of systematic student response, prompt consequences, and student self-pacing. A minority of self-instructional procedures in dentistry reflect that intent. The evidence discussed suggests that dental education may be the worse for that omission. Suggestions for the improvement of self-instructional in dentistry are presented.
mesh_terms: D001296:Audiovisual Aids; D001519:Behavior; D001521:Behavior Therapy; D003216:Conditioning, Operant; D004497:Education, Dental; D006801:Humans; D007398:Interpersonal Relations; D007721:Knowledge of Results, Psychological; D007858:Learning; D011340:Problem Solving; D011932:Reading; D012054:Reinforcement, Psychology; D012106:Research; D013060:Speech; D013663:Teaching / Q000379:methods*