Effective and ineffective supervision in postgraduate dental education: a qualitative study

Abstract

Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly.

Psychosocial student functioning in comprehensive dental clinic education: A qualitative study

“…Present study results concur with these findings and also indicated a need for development of teacher curriculum and supervisory practices that would include enhancement of mentoring skills. In‐house teacher learning at institutions is recommended for clinical instructors …”

Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study

“…The professional expertise of the FB provider was recognised by the dental students . Students reflected that they profited from the clinical experience of the FB provider . Both FB providers were motivated and convinced of the usefulness of FB .…”

“…Special attention was given to provide valid and relevant content in the FB because invalid and irrelevant FB not only impairs learning but also interferes with the processing of relevant FB . FB was given individually , based on the directly observed personal performance of the dental student . Assisted by the assessment tool, observations, documentation and FB dialogue were well structured , combining grading with non‐graded evaluation .…”

“…FB was provided face‐to‐face in a confidential and secure environment , after patient discharge . The FB provider showed respect for the dental student's self‐esteem and emotions . In all FB situations, c orrective and reinforcing/corroborative comments were combined .…”

Faculty development for clinical teachers in dental education

“…The program content focused on supervisory skills and on improving clinical teaching in general, as suggested by the leadership of the teaching clinics and the literature (19)(20)(21)(22)(23)(24)(25). Specific content needs expressed by the participants at the start of the program were integrated into the program.…”