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Aspects of the teaching environment, student learning, perceived confidence and feedback practices in dental education

Student thesis: Doctoral Thesis

This thesis explores, reflects, analyses and connects my portfolio of ten selected papers in pedagogic research abbreviated below which I have published between 2009 and 2020, details of which are on page five below.
A co-operative approach to team learning in a relaxed, dedicated primary dental care setting is an excellent learning environment in clinical dentistry [#10(2009)]. When this learning environment is staffed by experienced clinical teachers, the students’ learning experience is much enriched [#9(2012)]. This environment facilitates and cultivates meaningful reflective learning, promoting a reflective, tailored and personalised approach [#8(2013)].
Highly motivated teachers enhance the learning experience of their students and improve their confidence in their clinical ability to treat their patients, resulting in well informed treatment options for patients, and greater job opportunities for the dentists [#7(2017)].
In addition, a reflective environment such as the use of bespoke video vignettes enhances reflective learning, creates the opportunity to capture and meaningfully utilise reflection-in-action and reflection-on-action to improve learning [#6(2017)]. This enhancement in confidence improves communication and clinical skills for the benefit of both the patients and the healthcare professional [#7(2017)].
Confidence impacts positively on the standard of clinical dental practice. Teachers should utilise contemporary pedagogy to help develop teaching aids [#6(2015)] to facilitate the development of students’ confidence which has a positive impact on clinical practice [#7(2017) #5(2019)].
Appropriate, proportionate and timely feedback [#4(2018), #1(2020)] will further enhance the effectiveness of teaching and facilitate learning. Novel feedback methods may help to engender meaningful and sustainable feedback from students to teachers about their teaching and how this can be improved [#4(2018)]. The continuing multifactorial pedagogic issues arising from the delivery of the core undergraduate dental curriculum [#2(2019)] and in the key continuing professional development arena [#3(2019)] illustrate the need for quality feedback. On top of this, the timing, extent and quality of feedback delivered by teachers to students are fundamentally and inextricably linked to enhancing student satisfaction and learning which helps to raise the standards of clinical practice [#1(2020)].
Original languageEnglish
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Award date2020

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