Abstract
In large lectures in education of dentists there is often less dialogue and communication between students and the instructors, and several studies have found that traditional lecturing in such lectures is ineffective in promoting student learning. This Design Based Research (DBR) and case presentation focus on how the use of Student Response Technology (SRS) and feedback can improve communication in large lectures in dentist education. The case presentation is based on lecturer’s experiences and student responses from ten annual large lectures from the period 2010-2019 in the course “Practice Study” (3 ECTS) at University of Bergen where dentist students and their supervisors were gathered for an annual one-day seminar. The case presentation shows the importance of recognizing the factors that affect dentist students’ nervousness and tension for the practice periods and where the use of SRS seems to contribute to raise the awareness among supervisors and students about such issues. This, and a focus on good communications skills among dentist students and their supervisors seems to be crucial to focus on before their practice period in The Public Dental Health Care. There are also a number of limitations in this case presentation, which will be handled in the further development of this DBR-project.
Highlights
This case presentation is a part of the project “Formative assessment in higher education” where Design Based Research (DBR) is applied to examine educational interventions based on “a series of approaches, with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in naturalistic settings” (Barab & Squire 2004, p. 2)
In the field of practice, clinical work is dependent on good patient communication skills among the staff (Larsen, Nystrup & Risør 1999), and for dental students professional communication with patients and supervisors is an essential part of becoming a dentist (Den Norske Tannlegeforening 2015)
The case presentation takes into account that both a systematic review and a large-scale study reveals that dental students experience considerable amount of stress during their dental education and some of this is attached to clinical practice in practice periods (Elani et al 2014)
Summary
This case presentation is a part of the project “Formative assessment in higher education” where Design Based Research (DBR) is applied to examine educational interventions based on “a series of approaches, with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in naturalistic settings” (Barab & Squire 2004, p. 2). Discussion to Raise the Awareness of the Importance of Good Professional Communication Skills in Practice Periods
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
