Practice-based learning: emerging professional characteristics, self-concepts and patterns of knowing in dental training.
This paper reports on a content analysis of a reflective learning activity named "A Learning Experience". The study aimed to elucidate the reflections of dental undergraduates and dental therapy students with the purpose of analysing the meaning they attribute to their experiences in training. Thirty-one student-completed worksheets were analysed by drawing themes and patterns from the text. In addition, responses were categorised according to patterns of knowing: empirical, aesthetic, personal and ethical. Findings show that students focused mainly on negative experiences and problem situations. Student reflections showed all 4 patterns of knowing and highlighted emerging professional characteristics and students' own professional self-concepts. Findings are discussed in the light of a growing trend in higher and professional education to encourage reflection on learning and practice.
Woodman
Theresa
T
Dental Auxiliary School, Barts & the London School of Medicine & Dentistry, Queen Mary, University of London, UK.
Pee
Barbel
B
Fry
Heather
H
Davenport
Elizabeth S
ES
D001290:Attitude; D002983:Clinical Competence; D003142:Communication; D003727:Dental Auxiliaries / Q000193:education; D004644:Emotions; D004989:Ethics; D006803:Human Development; D006801:Humans; D007858:Learning / Q000145:classification; D018794:Problem-Based Learning / Q000145:classification; D011369:Professional-Patient Relations; D012586:Science / Q000193:education; D012649:Self Concept; D013335:Students, Dental