Abstract
This article was migrated. The article was marked as recommended. The transition to online learning is an accepted and anticipated change across all higher education institutions. These changes have become even more relevant to healthcare education given the challenges posed by COVID19. This paper describes the application of the Cambridge Education Group Pedagogic Framework (2018) to online dental education, specifically the conversion of a face-to-face 'Transition to Clinical Practice' module in paediatric dentistry. The framework has a foundation in medical education and holds great value for clinical academics across all healthcare disciplines in the design and implementation of online teaching. This affords educators much needed structure and assistance in meeting the needs of our students in this era of online learning. The advantages and disadvantages are explored, illustrated by student feedback, following a pilot implementation at a Dental School in the United Kingdom.
Highlights
The Cambridge Education Group Pedagogic Framework (CEG, 2018) is based on the Course Design Sprint (CoDesignS) Framework (2020); a pedagogic method for designing and developing online learning activities, founded by the University of Liverpool and Imperial College London (Toro-Troconis et al, 2016)
This paper describes the application of the Cambridge Education Group Pedagogic Framework (2018) to online dental education, the conversion of a face-to-face ‘Transition to Clinical Practice’ module in paediatric dentistry
Credibility and usefulness to academics is found in the framework aligning teaching practices with academic promotion and progression domains, for example those recognised in the ‘United Kingdom (UK) Professional Standards Framework’ (UKPSF) by Advance HE (2011)
Summary
The Cambridge Education Group Pedagogic Framework (CEG, 2018) is based on the Course Design Sprint (CoDesignS) Framework (2020); a pedagogic method for designing and developing online learning activities, founded by the University of Liverpool and Imperial College London (Toro-Troconis et al, 2016). The CEG Framework was used to convert this teaching to a format suitable for online delivery, and in mapping to relevant educational standards frameworks (Table 1). This is an important stage in dental training; students report high levels of stress and anxiety during the transition to clinical practice, which can negatively affect their learning or ability to learn (Godefrooij, Diemers and Scherpbier, 2010; Alzahem et al, 2011; Elani et al, 2014; Botelho, Gao and Bhuyan, 2018; Serrano et al, 2018; Atherley et al, 2019). Discussions with colleagues were invaluable for determining relevance and appropriateness in blueprinting to the existing curriculum, and any changes related to COVID19
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