Abstract
Dental Student Perceptions of Learning in Dyad Practice - A Qualitative Study
Highlights
The medical education literature has shown positive student performance with and attitudes towards dyad clinical practice
The overall purpose of this study was to get a better understanding of dyad practice specific to dynamics of reciprocal dyad learning among clinical dental students using qualitative description methods
The students described a broad range of categories due to their “insider” roll as users of dyad practice
Summary
The medical education literature has shown positive student performance with and attitudes towards dyad clinical practice. There is a paucity of literature about dental student dyad practices. Present study describes experiences and perceptions about dyad practice at a teaching clinic in Denmark. Peer-assisted learning (PAL) has been explored as a student activating motivational strategy over the last 20 years.[1, 2] PAL is a valuable adjunct to conventional teaching methods, especially in multiple student to teacher clinical environments. The term PAL in the literature encompasses a range of activities, including peer tutoring or mentoring or teaching, peer observation, peer feedback and peer assessment. The most commonly cited definition of PAL (Table 1) is people who are not professional teachers, helping each other and in doing so, improve their own learning.[3].
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