Educational innovations for dentistry.
Over the past four decades, teaching and learning in higher education has been informed by a variety of educational theories. The various initiatives that have been introduced as a consequence have all sought to improve students' educational experiences. However, such moves have not always been successful, as a series of three articles that the authors produced on dental chairside teaching have demonstrated. The first of these investigated the stakeholders' perceptions of this teaching at one dental school. The second evaluated chairside teaching on a UK wide scale, while the third provided educational tools to encourage collaboration among clinical educators to share good chairside teaching practices. What this paper seeks to do is to locate each of these themes within the wider context of a theoretical frame highlighting the need for dental education to be underpinned by such constructs. The aim of this paper is to help ensure that an informed learning experience is achieved for all students engaged in clinical dental education.
Sweet
J
J
Postgraduate Dental Education Unit, Institute of Clinical Education, Warwick Medical School, University of Warwick, Coventry. john.sweet@warwick.ac.uk
Wilson
J
J
Pugsley
L
L
D003162:Competency-Based Education; D003657:Decision Making; D004497:Education, Dental / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D008611:Mentors; D017145:Models, Educational; D010379:Peer Group; D011588:Psychology, Educational; D013663:Teaching / Q000379:methods; D013850:Thinking; D006113:United Kingdom