Using discussion groups as a strategy for postgraduate implant dentistry students to reflect

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Using discussion groups as a strategy for postgraduate implant dentistry students to reflect

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Publication Article, peer reviewed scientific
Title Using discussion groups as a strategy for postgraduate implant dentistry students to reflect
Author De Bruyn, Hugo ; Koole, Sebastiaan ; Fine, Peter
Date 2016
English abstract
Introduction More than undergraduates, postgraduate students have the day-to-day clinical experience to reflect upon. Nevertheless, reflection in postgraduate dental education is less well studied. Hence, the purpose was to investigate the attitude towards reflection and the content of reflections in postgraduate implant dentistry education in the UK and Belgium. Materials and Methods To investigate the attitude towards reflection, a questionnaire was administered to the 10 postgraduates at UCL Eastman Dental Institute (EDI) and 6 postgraduates at Ghent University (UGent). Additionally, students were invited to attend two reflective sessions (60-90minutes). The sessions' audio recordings were transcribed and analysed using a thematic approach Results In total, 16 postgraduate implant dentistry students participated. Although the majority reported prior experience with reflection, there was variation in the provided definitions of reflection. EDI students agreed with reflection being beneficial for professional development/clinical reasoning and were positive about discussing clinical experiences in groups, but were divided about individual/group reflections. Their UGent counterparts were more indecisive (=neutral), but were positive about discussing clinical experiences. Thematic analysis identified recurring themes as individual learning process, learning and clinical experiences, attitude towards implant dentistry and course programme. EDI postgraduates' reflections focussed on specific clinical situations, while UGent postgraduates' reflections described general considerations Conclusion Although students/professionals often report to reflect, it is not clear whether/how they actually reflect, due to the all-purpose word reflection has become. A strategy, using group discussions along with supervision/guidance in how to reflect, demonstrated to expand clinical reasoning into reflections about postgraduate students' clinical actions and professional growth
DOI https://doi.org/10.1111/eje.12148 (link to publisher's fulltext.)
Publisher Wiley - Blackwell
Host/Issue European Journal of Dental Education;1
Volume 20
ISSN 1396-5883
Pages 59-64
Language eng (iso)
Subject postgraduate education
implant dentistry
reflection
Medicine
Research Subject Categories::ODONTOLOGY
Handle http://hdl.handle.net/2043/22807 Permalink to this page
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