Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study.

BACKGROUND: It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics. METHODS: Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students. RESULTS: Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness (p ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain (p = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases. CONCLUSIONS: With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future "Train-the-Teacher" sessions.

Mentoring and dental foundation training.

This paper is based on an assignment written as part of the work required for the Faculty of General Dental Practice (UK)'s Certificate in Mentoring in Dentistry. Its author is currently a trainer for the first year of foundation training in a general dental practice in Kent. The paper commences by defining mentoring. It explores the relationship between postgraduate trainers and trainees and goes on to explain how it is the trainer's role to help trainees to use their strengths to overcome weaknesses. It details the person-centred approach, mentoring theories, helping models, the application of Kolb's learning cycle, the Inner Game theory, and the GROW model. It explores the role of foundation dental trainers as mentors to aid their trainee's ability to use reflective learning, and goes on to consider the implications of the changes that may result in the relationship between trainers and trainees as a consequence of the introduction of national recruitment. Finally, the author reflects on his experiences as a foundation dental trainer.

Mentorship for the Future Special Care Dentist.

Mentorship and exposure to individuals with intellectual disabilities and special health care needs is typically limited in predoctoral dental training programs due to time restrictions created by the expansion of technology and scientific learning within the dental school curricula. In this article, the authors look at the benefits of creating mentorship programs; characteristics of good mentors and mentees; and examples of successful, unsuccessful, and future programs in order to create dental professionals who are equipped to address the oral health needs for these vulnerable populations.

Mentoring. A quality assurance tool for dentists. Part 2: what are mentoring and coaching?

In this paper, the traditional model of mentoring is briefly explained. A description of the current technique, which has developed from the traditional model, is then presented and a distinction made between mentoring and coaching, followed by a brief explanation of how mentoring, coaching and counselling make up a triad of helping activities. The authors then provide information on the use and impact of mentoring and coaching in some areas of human activity, other than dentistry, before outlining the application potential of these approaches in general dental practice. The paper concludes that the modern approach to mentoring and counselling offers a person-centred approach that is much more likely than traditional approaches to produce personal change, personal growth and personal development. Further aspects of this important and exciting subject will be explored in subsequent papers in this series.

Mentoring. A quality assurance tool for dentists. Part 4: some tools for mentoring and coaching. The mentoring encounter.

This paper reviews a range of tools that a mentor may use to facilitate the mentoring process. In particular, six 'Master Tools' are highlighted and discussed. Some tools represent mentor qualities and attitudes whereas others represent particular strategies, especially asking questions, which may be employed to move the conversation in a helpful direction for a mentee. The use of 'scripts' is described as part of a mentor's preparation for dealing with difficult or unexpected situations or questions. Because it is important for mentors to be able to give feedback effectively, a section of the paper is devoted to this aspect in which some specific tools are described. A brief description of transactional analysis is given and a template for use of the GROW model is illustrated.

The role of centers in fostering interdisciplinary research.

This article describes the history of the University of Washington School of Nursing (UW-SON) Center for Women's Health and Gender Research (CWHGR) and its role in helping initiate and sustain interdisciplinary research. The growing focus on the need for interdisciplinary research has made it imperative that nursing scientists collaborate with colleagues in other health-related fields including medicine, public health, dentistry, and social work. The CWHGR increased interdisciplinary research activities through mentorship of faculty and trainees, the creation of core laboratory facilities, the award of pilot grant funding focused on interdisciplinary collaboration, consultation on research design and methods both within and outside the UW-SON, and the utilization of the Human Response Model for both biobehavioral and sociocultural research collaboration. Accomplishments as well as lessons learned related to interdisciplinary research during the 19 years of the UW-SON CWHGR are highlighted.

Processo de mentoring: análise da percepção do estudante da disciplina de Gestão e Planejamento em Odontologia da FOUSP / Mentoring process: analysis of students' perception of the discipline of Management and Planning in Dentistry at FOUSP

O objetivo da presente pesquisa foi analisar a percepção dosestudantesde graduação do último ano do Curso de Odontologia da Faculdade de Odontologia da Universidade de São Paulo (FOUSP) em relação ao processo de mentoring. A amostra foi de 122 estudantes que estavam matriculados na disciplina de Gestão e Planejamento daFOUSP, os quais foram divididos em grupos de 8 integrantese, durante o semestre, as reuniões de tutoria eram realizadas pelos pós-graduandos, para debater questões pessoais e profissionais. Ao final do semestre os estudantes responderam a um questionário sobreoprocesso dementoringrealizado e a respeito de pontos positivos e negativos da disciplina. O treinamento dos tutores foi realizado no semestre anterior, juntamente com um estudo piloto com 20 graduandos. Foi realizada uma análise de correspondência para a avaliação da disciplina com o mentoringe uma análisequantitativa textual por meio do softwareIramuteq para avaliação das respostas da questão aberta. Dos estudantes incluídos, 96,7% participaram da pesquisa.Quanto àavaliação da disciplina, 55,1% dos respondentes aconsideraram boa e 33,9%como ótima. Em relação ao processo de mentoring, 62,7% consideraram ótimo e 32,2% bom. Quando questionados quais eram os pontos positivos da disciplina, 48,3% dos estudantes destacaram a tutoria. Ao verificar a coocorrência e conectividade das palavras, foi constatada uma forte relação entre os termos reunião, grupo, aluno e futuro. Diante disso, é possível concluir que a percepção do aluno de graduação é positiva em relação ao processo de mentoring, no qual além de ser um processo de instrução, serve também de apoio para o aluno do último ano (AU).

This study aimed to analyze the perception of graduate students in the last year of the Dentistry Course at the University of São Paulo School of Dentistry (FOUSP) ofthe mentoring process implemented in the discipline of Management and Planning. The sample comprised 122 students enrolled in the Management and Planning discipline at FOUSP. During mentoring, students were divided into groups of eight members, and tutoring meetings were held by post-graduate students to discuss personal and professional issues. At the end of the semester, students answered a questionnaire about the mentoring process and the positive and negative aspects of the discipline. Tutors were trained in the previous semesteralongsidea pilot study with 20 graduate students. A correspondence analysis was conducted to evaluate the discipline, and a quantitative textual analysis using the Iramuteq software was used to assess the responsesto the open questions. Approximately 97% of the students participated in the survey. The majority rated the discipline as good (55.1%) and excellent (33.9%). Regarding the mentoring process, 62.7% considered the activities excellent and 32.2% good. When asked about the strengths of the discipline, 48.3% of students highlighted tutoring. When verifying the co-occurrence and connectivity of the words, a strong relationship was found between the terms "meeting," "group," "student," and "future." Thus, graduate students' perception ofthe mentoring processis positive, which in addition to being aninstructional process,also serves as support for the final year at the university (AU).

Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry.

OBJECTIVE: To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers. DESIGN: Experimental comparison of two groups' learning retention. SETTING: VDPs and trainers from two regions were assessed by independent researchers. METHOD: One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews. RESULTS: Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing. CONCLUSIONS: Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.

An assessment of the educational needs of dental trainers, based on an outcome-based curriculum.

OBJECTIVE: To develop a curriculum for dental trainers and use it as a basis for an assessment of their learning needs. METHODS: A selected group of dental trainers in Scotland using a nominal group technique produced a list of learning outcomes for trainers. Outcomes were categorised as essential for all trainers, desirable for intermediate trainer development or optional for experienced trainers. The format of an outcome-based curriculum for medical teachers was adopted and a draft dental version produced, 'The effective dental trainer". This was finalised after further consultation and used to devise a needs assessment questionnaire which was sent to all Scottish dental trainers. RESULTS: The response rate was 100%. The list of learning outcomes considered to be essential was extensive and most trainers reported high levels of confidence and ability in core outcomes. Few statistically significant differences between the responses given by new, intermediate and experienced trainers were found. CONCLUSIONS: The limitations of self-reported learning needs in response to a questionnaire are highlighted by the small number of differences in confidence and ability reported by trainers with varied experience. A more meaningful assessment of learning needs could come from educational appraisal of all trainers, which is currently taking place.

A clinical teacher's experience with the Open University MA in Education.

In this article, I outline my experience of undertaking the Open University Master of Arts Degree in Education Management. A brief overview of the structure of this modular degree is presented. I then assess the benefits that I have gained during this course of study; I also consider the relevance of this primarily mainstream education higher qualification to those in dental education, in particular those who teach at undergraduate level and in general dental practice.

Using problem-based learning as part of general dental practice vocational training.

The use of problem-based learning as part of a vocational training scheme for vocational dental practitioners is described and evaluated. Problem-based learning is currently viewed as an effective means of delivering medical education and has been adopted as a principal style of education by many undergraduate medical and dental schools around the world.

Cultivating critical thinking in the clinical learning environment.

The dental education knowledge base suggests a lack of understanding and research about how to teach critical thinking skills in the clinical learning environment. The acquisition of critical thinking skills is essential to the development of future practitioners, yet difficult to measure quantitatively. This study used qualitative research methods to assess the frequency and nature of teaching critical thinking skills in the University of Florida College of Dentistry predoctoral student clinics. Thirteen faculty and forty-four students in six clinics (oral diagnosis/treatment planning, endodontics, periodontology, operative dentistry, prosthodontics, and emergency care/oral surgery) were observed by an independent evaluator. Critical thinking skills were infrequently taught, and teacher-dominated instruction predominated. The findings underscore the need for thoughtful curriculum planning prior to predoctoral clinical instruction and periodic appraisal of clinical instruction. Suggestions for improving critical thinking in the clinical learning environment are presented.

Evaluating the impact of the ADEA Admissions Committee Workshops.

Drawing on the interconnection of workforce diversity and oral health access, the American Dental Education Association (ADEA) is leading a novel approach to improve student body diversity in U.S. dental schools through an admissions committee development program. With funding provided by the Pipeline, Profession, and Practice: Community-Based Dental Education program and the Robert Wood Johnson Foundation, ten dental directors/deans of admissions from a cross-section of U.S. dental schools were selected through a competitive application process to participate in a Train-the-Trainers Admissions Committee Workshop. After completing intensive training that was built on legally sound admissions practices, these new trainers copresented ADEA Admissions Committee Workshops in two-member teams at six U.S. dental schools. This report summarizes the evaluation of both the train-the-trainers workshop and six workshops held in summer 2009. Also summarized are post-workshop outcomes relative to structural diversity at the participating schools.

Student tutors for problem-based learning in dental hygiene: a study of tutor actions.

This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.

Faculty development for problem-based learning.

Changing to a problem-based learning (PBL) curriculum represents a substantial challenge because many faculty members are unfamiliar with the process. Faculty development is a crucial component of successful curriculum change to PBL. This paper describes a logical process for designing and implementing a comprehensive faculty development programme at three main stages of change: curriculum transition, curriculum implementation and curriculum advancement. The components of each stage are discussed with reference to the literature and practice. Future advances in faculty development include harnessing the potential of complex adaptive systems theory in understanding and facilitating the change process, and incorporating the results of research, which illuminates the relationships of the PBL tutorial process to student achievement. There is a continuing need for rigorous outcome-based research and programme evaluation to define the best components and strategies for faculty development.