Evaluation of workplace based assessment tools in dental foundation training

Grieveson, Brian; Kirton, Jennifer; Palmer, Nikolaus O A; Balmer, M.C.

doi:10.1038/sj.bdj.2011.681

Cited by 21 publications

(27 citation statements)

References 15 publications

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“…Another result, which has to be discussed, is the low number of workplace‐based assessments, although the clinical courses in the last 2 years of the curriculum, where the students treat their own patients under supervision of dental instructors, gives an ideal platform for that type of assessment. It could be hypothesised that WBA is not enough known in dentistry, and instruments which are already used in postgraduate dental training have not found their way into undergraduate education yet . Asking whether the contents are based on any catalogues of learning objectives, only one university mentioned the existing ‘Profile and Competences for the European Dentist’ by the Association of Dental Education in Europe (available since 2009).…”

Section: Discussionmentioning

confidence: 99%

Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countries

Rüttermann

Sobotta²,

Hahn

et al. 2016

Eur J Dental Education

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Section: Discussionmentioning

confidence: 99%

Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countries

Rüttermann

Sobotta²,

Hahn

et al. 2016

Eur J Dental Education

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“…Literature supports the value of workplace based study as a rich source for learning (Grieveson, Kirton, Palmer, & Balmer, 2011;Poell & VanWoerkom, 2011;Fortune & McKinstry, 2012) . Students in this study valued the opportunity to work and study, to improve their performance whilst implementing their new found knowledge to educate others and to change practice.…”

Section: Discussionmentioning

confidence: 99%

“…Two students indicated the need for more informative and online activities, highlighting the significant role of workplace based learning as part of the professional's experiential learning (Grieveson et al, 2011) and the value of feedback to deepen students' learning (Al-Kadri, Al-Kadi, & Van Der Vleuten, 2013).…”

Section: Discussionmentioning

confidence: 99%

'Watching a flower grow day after day’ – the value of workplace based projects in Kuwait

Muir¹,

Equi²,

Scott³

et al. 2018

MedEdPublish

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ObjectivesThe purpose of this research was to explore the value of workplace based projects within a University of Dundee Educational Postgraduate Certificate/Diploma/Master Degree Programme in Kuwait: students' views and experiences. MethodsA small scale exploratory case study was conducted. A qualitative approach using narrative analysis, online questionnaire and focus group interviews were carried out with participants all of whom are studying on the University of Dundee Postgraduate Certificate/Diploma/Master programme in Diabetes Care and Education in Kuwait. An inductive thematic analysis was performed which focused on examining topics within the data. ResultsThe results imply that the positive implementation of workplace based learning, with implications for patient care by practitioners, with a corresponding satisfactory review from course tutors, is important from an educational and clinical perspective. Practitioners in this study valued the opportunity to both work and study in order to improve their performance by implementing their new found knowledge and so educate others and change practice. ConclusionWorkplace based learning is important as it enhances the students' knowledge and understanding due to their having to apply this within a practical setting.' In turn this allows them the opportunity to reflect on that practical experience and so inform further learning. ' The merit of workplace based learning in this study is emphasised as a key part of a Masters educational programme in Kuwait.

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“…In the contrary, only one fourth of mentees believe in that as a realistic assessment tool (Figure 4). Literature has suggested that improved academic grades, knowledge and skills learned, attendance rates, enhanced self-esteem, improving communication skills, and decreasing incidents of questioning and warning letters are all possible measure tools that could be used in mentorship process [9]. The bottom-line is that success of the mentee is always an indicator of successful mentorship [10].…”

Section: Discussionmentioning

confidence: 99%

Mentorship in Arab Board Pediatric Residency Training Program: A Questionnaire Based Study - Qatar Experience

AM¹,

HM²

2016

J Community Med Health Educ

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Background: Mentorship is defined as the developmental assistance offered to a junior employee or trainee by someone more senior and experienced in the field or work place. Mentorship in our pediatric residency training program has existed for years. However, no auditing or research studies have been done to evaluate perspectives, attitudes and practice of mentorship in this accredited residency program.

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Evaluation of workplace based assessment tools in dental foundation training

Cited by 21 publications

References 15 publications

Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countries

Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countries

'Watching a flower grow day after day’ – the value of workplace based projects in Kuwait

Mentorship in Arab Board Pediatric Residency Training Program: A Questionnaire Based Study - Qatar Experience

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