Abstract
This study was designed to explore development of skill acquisition in dental education, utilizing the Dreyfus and Dreyfus continuum. By identifying what skill progression may be recognized in the expert dental educator; and what experiences appear to influence this growth, the knowledge gained may inform more efficient, effective faculty support, development and life-long learning. Employing a qualitative approach, individual interviews were conducted with experienced educators and analyzed. Open coding of responses revealed that skill acquisition necessary to good teaching, as expressed by these experienced educators, reflects common themes and a learning curve similar to that noted by Dreyfus and Dreyfus and other investigators. In addition to supporting knowledge and technique development, dental faculty described working to share with students a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. Findings increase understanding of teaching skill acquisition in dental education and may help provide support for health care faculty who desire to become excellent educators.
Highlights
Introduction and PurposeFormer Cornell University President Frank Rhodes spoke to the inspirational nature of teaching when he powerfully described: Because of its profound impact upon both the individual student and society, teaching can never be just a job, demanding; not even a career, no matter how professional
Findings in the form of topics, dimensions, and categories describe skill progression perceived by these dental educators and provides a picture of experiences that appear to influence this growth process
Categories of Basic Knowledge, Functional Skills, Personal and Behavioral Qualities, and Reflection represent the main areas of observation or perception offered by subjects
Summary
Former Cornell University President Frank Rhodes spoke to the inspirational nature of teaching when he powerfully described: Because of its profound impact upon both the individual student and society, teaching can never be just a job, demanding; not even a career, no matter how professional. To the best professors, teaching is a moral vocation. Students are challenged and inspired not by these qualities in the abstract, but by their embodiment in the professor Today’s most talented dental educators hope to make this impact on students. In pursuit of this goal, they embrace peer-reviewed standards, innovative teaching methods, topically integrated content, competency-based learning, authentic outcomes assessment, state-of-the-art simulation technology, and a growing commitment to interprofessional practice, and life-long
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