Roles and competences for educators of undergraduate dental students: a discussion paper

Abstract

Understanding the roles and competences for educators of undergraduate dental students can help individual educators to improve their personal effectiveness and institutions to tailor staff development programmes appropriate to the needs of their staff. Faculty development contributes to sustained enhancement of undergraduate dental education.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…Other student cohorts have also reported that retrieval practices were especially helpful in tests that required the integration of both short‐answer and context‐rich multiple‐choice questions (Bradley et al, ; Rosenkranz et al, ; Augustyniak et al, ; Baig and Mallu, ). It has also been observed that repeated retrieval testing of medical and nursing procedures enhanced motor skill retention over long periods of time in these students (Lambert et al, ; Chuenjitwongsa et al, ).…”

“…An alternative method suggested by Silverman is known as the agenda‐led outcome‐based analysis (ALOBA) approach (Silverman et al, , ). In this method, students initially identify issues that they require help with (de Paiva et al, ), and the discussion is directed toward achieving those goals by encouraging self‐assessment (Rosenman et al, ; Chuenjitwongsa et al, , b) and identification of the skills necessary to achieve these outcomes (Marks, ; Roemer, ; Nuffer et al, ; Khalil et al, ).…”

“…Based on the desirable difficulty hypothesis, it has also been proposed that the skillful learning often occurs when students discover solutions on their own (Walker et al, ; Chen et al, ) and seek to clarify their doubts (Magalhães et al, ; Tetenbaum‐Novatt et al, ). A reasonable learning/teaching style mismatch often challenges (Fleming and Baume, ; Hickman et al, ) and thereby encourages (Tomassini et al, ) students to expand their academic capabilities (Bing‐You et al, ; Chuenjitwongsa et al, , b). It is through this discovery of ones most efficient learning arrangement that true maturation occurs (Boysen et al, ; Calvin and McDowell, ; de Bruin et al, ), and the learner is able to move to the next higher level of performance (Spasenoska et al, ; Eidson et al, ).…”

“…The two most validated models for providing feedback in health care are those devised by Pendleton et al (1984Pendleton et al ( ,2003 and Silverman et al (1995Silverman et al ( , 1996Silverman et al ( , 1997. Both approaches seek to provide a safe environment for the student (Murphy et al, 2004;Fernandes et al, 2015), and are suitable for use in a group setting (Augustyniak et al, 2016;Chan et al, 2017) or in a one-to-one situation (Kron et al, 2017;Chuenjitwongsa et al, 2018a). Pendleton's rules require the student to identify positive aspects of professional competency and behavior, which are then reinforced by the educator (Pendleton et al, 1984(Pendleton et al, ,2003.…”

Implementing competency‐based education for athletic therapy in Canada—Are we ready for change?

“…Implementing competency‐based curriculum is not new in medical and allied healthcare professional education programs. In fact, a number of health‐related professions including medicine (Bland et al, ; Jippes et al, ; Mahboob & Evans, ), social work (Nissen, ), nursing (Pijl‐Zieber, Barton, Konkin, Awosoga, & Caine, ), professional psychology (Hatcher et al, ; Kaslow et al, ), athletic training (Peer, ; Schilling & Koetting, ), and dentistry (Chuenjitwongsa, Bullock, & Oliver, ) have documented their experiences with competency‐based education. All professions have documented some of the challenges related to competency‐based education, yet all seem to continue the pursuit of it.…”