Students’ Perceptions of Effective Learning Experiences in Dental School: A Qualitative Study Using a Critical Incident Technique

Abstract

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school curriculum as a whole.

Learning experiences of oral hygiene students in the clinical environment

“…The term ‘clinical teacher’ may be more appropriate as it would encompass all the dimensions of the teacher role located within the context of the clinical environment. Traits, qualities and desirable behaviours of the clinical supervisor that students found significant are consistent with the literature . Student experiences of the supervisor as a positive role model show the potential of the supervisor to socialize the student to the profession.…”

“…Student experiences of the supervisor as a positive role model show the potential of the supervisor to socialize the student to the profession. Supervisor‐related factors affecting clinical learning such as good relationships, respect, good communication skills, commitment, positive attitude and good feedback as identified by medical , dental and nursing students were also among the positive qualities identified by this group of oral hygiene students.…”

“…During patient treatment sessions, the clinical teacher occupies the multiple roles of a teacher, a clinical supervisor responsible for the safety of the patient, and of an expert clinician, and is expected to continuously switch between these roles. It has been documented that the behaviour and the approach of clinical teachers may enhance or detract from the learning experience of students .…”

“…The clinical learning experiences of medical , dental , nursing and to a lesser extent dental hygiene students are well documented. Effective learning experiences of dental students have been related to instructor characteristics, characteristics of the learning experience and the learning environment . Similar results were noted with medical students .…”

“…Similar results were noted with medical students . The literature shows that students learn in the clinical environment by being shown the link between theory and practice , by demonstration of procedures , by being exposed to authentic learning experiences , from the emotional tone of clinical teachers , and by being given frequent feedback of their performance .…”