Perspectives on the Dental School Learning Environment: Theory X, Theory Y, and Situational Leadership Applied to Dental Education

Abstract

This article applies two well-known management and leadership models-Theory X and Theory Y, and Situational Leadership-to dental education. Theory X and Theory Y explain how assumptions may shape the behaviors of dental educators and lead to the development of "cop" and "coach" teaching styles. The Situational Leadership Model helps the educator to identify the teaching behaviors that are appropriate in a given situation to assist students as they move from beginner to advanced status. Together, these models provide a conceptual reference to assist in the understanding of the behaviors of both students and faculty and remind us to apply discretion in the education of our students. The implications of these models for assessing and enhancing the educational environment in dental school are discussed.

Learning Experience in Endodontics: Brazilian Students’ Perceptions

“…Students are afraid of making mistakes; however, it is important for them to learn from their mistakes. This insecurity can be a reflection of insufficient clinical or didactic teaching in dental curricula 28 . The problem of self‐confidence can be reduced by greater exposure to procedures and to patients.…”

So how do you see our teaching? Some observations received from past and present students at the Maurice Wohl Dental Centre

“…Management and leadership traits and their relationship to dental teaching as described by Connor and Troendle (11) identify the Type X teacher (or cop) as being more authoritarian and directive in their approach to teaching whereas those who favour Type Y (coach‐or guide on the side ) tend to be more supportive and encouraging in their style of teaching. From our experience, most teachers seem to exhibit varying degrees of X and Y teaching dependant on natural preferences or specific teaching situations.…”

“…This ‘ relationship ’ approach to clinical learning and teaching requires an emphasis and direction, which not all teachers may readily share (40). The Type X teacher, for example, might see their responsibility to the patient as being far more important than protecting what they believe to be ‘substandard’ operators (11). Many dental schools feature a highly structured curriculum with large open plan teaching clinics in which consistent personal interactions of the type we describe may be difficult to establish and maintain.…”

“…A question adapted from the management and leadership models of Type X and Type Y supervisor personalities as originally described in 1960 by McGregor and Cutcher‐Gershenfeld (10) and modified in the context of dental teaching by Connor and Troendle in 2007 (11) was also included.…”

Undergraduate dental students’ perspective on the implementation of digital dentistry in the preclinical curriculum: a questionnaire survey

“…However, studies regarding the traditional evaluation of preparations according to the glance-and-grade principle have reported a low interrater (between different examiners) and intrarater (one examiner at different times) reliability [5,13,14]. Furthermore, students request an immediate feedback with objective assessment criteria and suggestions for improvement [12,15]. Due to different staff member opinions, work experiences, and evaluation standards as well as lack of time, it is often difficult to provide immediate feedback for each student in everyday teaching.…”