Research Article
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Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi

Year 2019, Volume: 6 Issue: 2, 134 - 147, 01.08.2019
https://doi.org/10.15311/selcukdentj.485929

Abstract

Amaç:
Öğrencilerin klinik ortamda öğrenme ve değerlendirmelerini etkileyen faktörler;
ortam şartları, zaman kısıtlamaları ve yeterlikleri için gereken vakaları bulma
sorunu olarak tanımlanmaktadır. Çalışmanın amacı; klinik eğitim ortamının
öğrencilerin yanı sıra, klinik eğitmenler ve hastaların gözünden
değerlendirilmesidir.

Gereç ve Yöntemler:
Çalışma; Ankara Üniversitesi Diş Hekimliği Fakültesinde yürütülmüş ve 133
beşinci sınıf klinik öğrencisi, 107 klinik eğitmen ve 236 hasta yer almıştır.
Klinik
eğitim ortamının değerlendirilmesi için öğrenci, klinik eğitmen ve hastalarda
kullanmak üzere 3 farklı anket geliştirilmiş; paydaşların klinik eğitim
ortamındaki davranış, duygu, beklenti ve kazanımları sorugulanmıştır. Anketlerin
tümünde 5 düzeyli Likert skalası kullanılmıştır.Verilerin çözümlenmesinde SPSS
22.0 paket programı kullanılarak, ifadelere verilen yanıtların her düzeydeki
yüzdeleri hesaplanmıştır.

Bulgular:
Klinik eğitim ortamının öğrenciler ve eğitmenler için zorlu ve mücadele gerektiren
özellikte olduğu görülmüştür. Öğrenciler; klinik eğitimin zor koşullarına
rağmen, klinik beceri kazanma heveslerini ve eğitmenleri ile eğitim
koşullarından beklentilerini açıkça dile getirmişlerdir. Klinik eğitmenler ise
lisans klinik eğitim ortamında yer almaktan akademik olarak memnun olmakla
birlikte, eğitimci olmadan önce deneyim kazanma ihtiyaçları olduğunu; gerek
uygulama ve gerekse değerlendirme 
rehberleriyle daha güvenle çalışacaklarını bildirmişlerdir. Hastalar;
tedavilerini gerçekleştiren öğrenciler ve eğitmenlerin davranışlarından
memnuniyetlerini bildirmişler; eğitmenlerin gözetim ve değerlendirme yaparken
hümanistik eğitim davranışları olarak bilinen ifadelere katılımlarını farklı
düzeylerde açıkça ifade etmişlerdir.

Sonuç:
Eğitim planlamaları yapılırken, öğretimin sadece öğretim üyeleri değil, diğer
paydaşlar tarafından da değerlendirilmesi çok kıymetlidir. Eğitmen davranışları
açısından öğrenci ve klinik eğitmenler arasında bazı uyumsuz yanıtlar alınmış
olsa da, bulgular klinik eğitimde yaşanan sorunlar ile katılımcıların davranış,
duygu, beklenti ve kazanımları konusunda fikir vermektedir.




References

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  • American Dental Education Association. ADEA competencies for the new general dentist. J Dent Educ 2017;81:844-7.
  • Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L, et al. Assessing dental students’ competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008;72:1405-35.
  • Hendricson WD, Kleffner JH. Curricular and instructional implications of competency-based dental education. J Dent Educ 1998;62:183-96.
  • Gerzina TM, McLean T, Fairley J. Dental clinical teaching: perceptions of students and teachers. J Dent Educ 2005;69:1377–84.
  • Shoaib LA, Safii SH, Naimie Z, Ahmad NA, Sukumaran P, Yunus RM. Dental students’ perceptions on the contribution and impact role of a clinical teacher. Eur J Dent Educ 2018;22:26-34.
  • Anderson VR, Rich AM, Seymour GJ. Undergraduate dental education in New Zealand: 2007-2009 final-year student feedback on clinical learning environments. NZ Dent J 2011;107:85–90.
  • Khoo EM, Teoh KS. The effective teacher. Malays Fam Physician. 2007;2:123–4.
  • Carnell E. Conceptions of effective teaching in higher education: extending the boundaries. Teach High Educ 2007;12:25–40.
  • Graffam B. Deriving better questions: creating better clinical instruction. Clin Teach 2008;5:98–102.
  • Collins A., Brown JS, Newman SE. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In: Resnick LB ed. Knowing, learning, and instruction: Essays in Honor of Robert Glaser. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc; 1989:453–94.
  • Stalmeijer RE, Dolmans DHJM, Wolfhagen IHAP, Muijtjens AMM, Scherpbier AJJA. The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity. Med Teach 2008;30:272-7.
  • Grillo AC, Murdoch-Kinch CA, Ramaswamy V, Inglehart MR. Student evaluations of teaching: dental and dental hygiene students’ and faculty members’ perspectives. J Dent Educ 2016;80:439-51.
  • Marsh H. Students’ evaluation of university teaching: research findings, methodological issues, and direction for future research. Int J Educ Res 1987;11:253-388.
  • Yao Y, Grady M. How do faculty make formative use of student evaluation feedback? A multiple case study. J Pers Eval Educ 2005;18:107-26.
  • Frick TW, Chadha R, Watson C, Zlatkovska E. Improving course evaluations to improve instruction and complex learning in higher education. Educ Tech Res Dev 2010;58:115-36.
  • Youssef LS. Using student reflections in the formative evaluation of instruction: a course-integrated approach. Refl Pract 2012;13:237-54.
  • Dommeyer CJ, Baum P, Hanna RW, Chapman KS. Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations. Assess Eval Higher Educ 2004;29:611-25.
  • Crews TB, Curtis DF. Online course evaluations: faculty perspective and strategies for improved response rates. Assess Eval Higher Educ 2011;36:865-78.
  • Hmieleski KM, Champagne MV. Plugging in to course evaluation. The Technology Source, Sept./Oct. 2000. At: technologysource.org/article/plugging_in_to_course_ evaluation/. Accessed 21 March 2015.
  • Morrison R. A comparison of online versus traditional student end-of-course critiques in resident courses. Assess Eval Higher Educ 2011;36:627-41.
  • Coelho C, Pooler J, Lloyd H. Using patients as educators for communication skills: Exploring dental students’ and patients’ views. Eur J Dent Educ 2018;22:291–9.
  • Jha V, Quinton ND, Bekker HL, Roberts TE. What educators and students really think about using patients as teachers in medical education: a qualitative study. Med Educ 2009;43:449-56.
  • Walsh SE, Singleton JA, Worth CT, Krugler J, Moore R, Wesleyet GC, et al. Tobacco cessation counseling training with standardized patients. J Dent Educ 2007;71:1171-8.
  • Edström K. Doing course evaluation as if learning matters most. Higher Educ Res Dev 2009;27:95-106.
  • Adams MD, Umbach PD. Nonresponse and online student evaluations of teaching: understanding the influence of salience, fatigue, and academic environments. Res Higher Educ 2012;53:576-91.
  • Huybers T. Student evaluation of teaching: the use of best-worst scaling. Assess Eval Higher Educ 2014;39:496-513.
  • Wong R, Niu W. Cultural difference in stereotype perceptions and performances in nonverbal deductive rand creativity. J Creat Behav 2013;47:41-59.
  • Mullins G, Wetherell J, Robbe I. Learning in the clinical environment. In: Sweet J, Huttly S, Taylor I, eds. Effective learning and teaching in medical, dental and veterinary education. London: Kogan Page 2003:164-79.
  • McMillan W. Making the most of teaching at the chairside. Eur J Dent Educ 2011;15:63-8.
  • Eriksen HM, Bergdahl J, Bergdahl M. A patient-centered approach to teaching and learning in dental student clinical practice. Eur J Dent Educ 2008;12:170-5.
  • Fugill M. Teaching and learning in dental student clinical practice. Eur J Dent Educ 2005;9:131-6.
  • Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, et al. “Teaching as a competency”: competencies for medical educators. Acad Med 2011;86:1211-20.
  • Harden RM, Crosby J. Amee guide no 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach 2000;22:334-47.
  • COPDEND. Copdend standards for dental educators. Manchester: The UK Committee of Postgraduate Dental Deans and Directors, 2013.
  • Azer SA. Challenges facing pbl tutors: 12 tips for successful group facilitation. Med Teach 2005;27:676-81.
  • Cowpe J, Plasschaert A, Harzer W, Vinkka-Puhakka H, Walmsley AD. Profile and competences for the graduating european dentist -update 2009. Eur J Dent Educ 2010;14:193-202.
  • Singh G, Kaur R, Mahajan A, Thomas AM, Singh T. Piloting direct observation of procedural skills in dental education in India. Int J Appl Basic Med Res 2017;7:239-42.
  • Polyzois I, McLoughlin J, Kelly A, Claffey N. Clinical teaching in restorative dentistry and the variation between students’ and supervisors’ perceptions of its effectiveness. Eur J Dent Educ 2010;14:92–8.
  • Branch WT Jr, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med 2002;77:1185-8.
  • Irby D, Bowen JL. Time-efficient strategies for learning and performance. Clin Teach 2004;1:23–8.
  • Larsen DP, Butler AC, Roediger HL 3rd. Test-enhanced learning in medical education. Med Educ 2008;42:959–66.
  • Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ 2009;43:1174-81.
  • Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM, et al. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res 2014;191:64-73.
  • Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A, et al. Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg 2014;42:97-104.
  • Curtis DA, O’Sullivan P. Does trainee confidence influence feedback? Med Educ 2014;48:943-6.
  • Boehler ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG, et al. An investigation of medical student reactions to feedback: a randomized controlled trial. Med Educ 2006;40:746-9.
  • Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach 2009;31:685-95.
  • Kaufman DM. Applying educational theory in practice. BMJ 2003;326:213-6.
  • Chambers DW, Geissberger M, Leknius C. Association amongst factors thought to be important by instructors in dental education and perceived effectiveness of these instructors by students. Eur J Dent Educ 2004;8:147-51.
  • Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students’ view. J Dent Educ 2005;69:1137-47.
  • Duvivier RJ, Van Dalen J, van Der Vleuten CPM, Scherpbier AJJA. Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers. Med Teach 2009;31:634-41.
  • Schönwetter DJ, Lavigne S, Mazurat R, Nazarko O. Students’ perceptions of effective classroom and clinical teaching in dental and dental hygiene education. J Dent Educ 2006;70:624-35.
  • Bertoli E, Lawson KP, Bishop SS. Dental Students’ Skills Assessments: Comparisons of daily clinical grades and clinical and laboratory assessments. J Dent Educ 2018;82:417-23.
  • Frambach JM, Driessen EW, Beh P, van der Vleuten CPM. Quiet or questioning? Students’ discussion behaviors in student-centered education across cultures. Stud High Educ 2014;39:1001-21.
  • Abu Kasim NH, Abu Kassim NL, Razak AAA, Abdullah H, Bindal P, Che' Abdul Aziz ZA, et al. Pairing as an instructional strategy to promote soft skills amongst clinical dental students. Eur J Dent Educ 2014;18:51-7.
  • Kereluik K, Mishra P, Fahnoe C, Terry L. What knowledge is of most worth: teacher knowledge for 21st century learning. J Digital Learn Teach Educ 2013;29:127-40.
  • Khatami S, Macentee MI. Evolution of clinical reasoning in dental education. Dent Educ 2011;75:321-8.
  • Gonzalez MAG, Abu Kasim NH, Naimie Z. Soft skills and dental education. European J Dent Educ 2013;17:73-82.
  • Quieng MC, Lim PP, Lucas MRD. 21st century-based soft skills: spotlight on non-cognitive skills in a cognitive-laden dentistry program. European J Contemp Educ 2015;11:71-81.
  • Virtue SM, Pendergast L, Tellez M, Waldron E, Ismail A. Identifying noncognitive skills that contribute to dental students’ success: dental faculty perspectives. J Dent Educ 2017;81:300-9.
  • Yoshida T, Milgrom P, Coldwell S. How do US and Canadian dental schools teach interpersonal communication skills? J Dent Educ 2002;66:1281-8.
  • Sch€onwetter DJ, Wener ME, Mazurat N. Determining the validity and reliability of clinical communication assessment tools for dental patients and students. J Dent Educ 2012;76:1276-90.
  • Sch€onwetter DJ, Wener ME, Mazurat N, Yakiwchuk B. Exploring the predictive ability of two new complementary instruments for assessing effective therapeutic communication skills of dental and dental hygiene students. J Dent Educ 2012;76:1291-310.
  • Prideaux D, Alexander H, Bower A, Dacre J, Haist S, Jolly B, et al. Clinical teaching: maintaining an educational role for doctors in the new health care environment. Med Educ 2000;34:820-6.
  • Ramani S, Leinster S. Amee guide no. 34: teaching in the clinical environment. Med Teach 2008;30:347-64.
  • Hand JS. Identification of competencies for effective dental faculty. J Dent Educ 2006;70:937-47.
  • Bligh J, Brice J. Further insights into the roles of the medical educator: the importance of scholarly management. Acad Med 2009;84:1161–5.
  • Henriksen A-H, Ringsted C. Learning from patients: students’ perceptions of patient-instructors. Med Educ 2011;45:913-9.
  • Hesketh EA, Bagnall G, Buckley EG, Friedman M, Goodall E, Harden RM, et al. A framework for developing excellence as a clinical educator. Med Educ 2001;35:555-64.
  • Elzubeir MA, Rizk DE. Identifying characteristics that students, interns and residents look for in their role models. Med Educ 2001;35:272–7.
  • Paukert JL, Richards BF. How medical students and residents describe the roles and characteristics of their influential clinical teachers. Acad Med 2000;75:843–5.
  • Bostock S, Baume D. Professions and professionalism in teaching and development. In: Baume D, Popovic C, eds. Advancing practice in academic development. Abingdon: Routledge, 2016;32–50.
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Year 2019, Volume: 6 Issue: 2, 134 - 147, 01.08.2019
https://doi.org/10.15311/selcukdentj.485929

Abstract

References

  • Padmapriya T. The perspectives and perceptions of dental education in the West and an overview of dental education in India. J Educ Ethics Dent 2015;5:41-6.
  • American Dental Education Association. ADEA competencies for the new general dentist. J Dent Educ 2017;81:844-7.
  • Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L, et al. Assessing dental students’ competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008;72:1405-35.
  • Hendricson WD, Kleffner JH. Curricular and instructional implications of competency-based dental education. J Dent Educ 1998;62:183-96.
  • Gerzina TM, McLean T, Fairley J. Dental clinical teaching: perceptions of students and teachers. J Dent Educ 2005;69:1377–84.
  • Shoaib LA, Safii SH, Naimie Z, Ahmad NA, Sukumaran P, Yunus RM. Dental students’ perceptions on the contribution and impact role of a clinical teacher. Eur J Dent Educ 2018;22:26-34.
  • Anderson VR, Rich AM, Seymour GJ. Undergraduate dental education in New Zealand: 2007-2009 final-year student feedback on clinical learning environments. NZ Dent J 2011;107:85–90.
  • Khoo EM, Teoh KS. The effective teacher. Malays Fam Physician. 2007;2:123–4.
  • Carnell E. Conceptions of effective teaching in higher education: extending the boundaries. Teach High Educ 2007;12:25–40.
  • Graffam B. Deriving better questions: creating better clinical instruction. Clin Teach 2008;5:98–102.
  • Collins A., Brown JS, Newman SE. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In: Resnick LB ed. Knowing, learning, and instruction: Essays in Honor of Robert Glaser. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc; 1989:453–94.
  • Stalmeijer RE, Dolmans DHJM, Wolfhagen IHAP, Muijtjens AMM, Scherpbier AJJA. The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity. Med Teach 2008;30:272-7.
  • Grillo AC, Murdoch-Kinch CA, Ramaswamy V, Inglehart MR. Student evaluations of teaching: dental and dental hygiene students’ and faculty members’ perspectives. J Dent Educ 2016;80:439-51.
  • Marsh H. Students’ evaluation of university teaching: research findings, methodological issues, and direction for future research. Int J Educ Res 1987;11:253-388.
  • Yao Y, Grady M. How do faculty make formative use of student evaluation feedback? A multiple case study. J Pers Eval Educ 2005;18:107-26.
  • Frick TW, Chadha R, Watson C, Zlatkovska E. Improving course evaluations to improve instruction and complex learning in higher education. Educ Tech Res Dev 2010;58:115-36.
  • Youssef LS. Using student reflections in the formative evaluation of instruction: a course-integrated approach. Refl Pract 2012;13:237-54.
  • Dommeyer CJ, Baum P, Hanna RW, Chapman KS. Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations. Assess Eval Higher Educ 2004;29:611-25.
  • Crews TB, Curtis DF. Online course evaluations: faculty perspective and strategies for improved response rates. Assess Eval Higher Educ 2011;36:865-78.
  • Hmieleski KM, Champagne MV. Plugging in to course evaluation. The Technology Source, Sept./Oct. 2000. At: technologysource.org/article/plugging_in_to_course_ evaluation/. Accessed 21 March 2015.
  • Morrison R. A comparison of online versus traditional student end-of-course critiques in resident courses. Assess Eval Higher Educ 2011;36:627-41.
  • Coelho C, Pooler J, Lloyd H. Using patients as educators for communication skills: Exploring dental students’ and patients’ views. Eur J Dent Educ 2018;22:291–9.
  • Jha V, Quinton ND, Bekker HL, Roberts TE. What educators and students really think about using patients as teachers in medical education: a qualitative study. Med Educ 2009;43:449-56.
  • Walsh SE, Singleton JA, Worth CT, Krugler J, Moore R, Wesleyet GC, et al. Tobacco cessation counseling training with standardized patients. J Dent Educ 2007;71:1171-8.
  • Edström K. Doing course evaluation as if learning matters most. Higher Educ Res Dev 2009;27:95-106.
  • Adams MD, Umbach PD. Nonresponse and online student evaluations of teaching: understanding the influence of salience, fatigue, and academic environments. Res Higher Educ 2012;53:576-91.
  • Huybers T. Student evaluation of teaching: the use of best-worst scaling. Assess Eval Higher Educ 2014;39:496-513.
  • Wong R, Niu W. Cultural difference in stereotype perceptions and performances in nonverbal deductive rand creativity. J Creat Behav 2013;47:41-59.
  • Mullins G, Wetherell J, Robbe I. Learning in the clinical environment. In: Sweet J, Huttly S, Taylor I, eds. Effective learning and teaching in medical, dental and veterinary education. London: Kogan Page 2003:164-79.
  • McMillan W. Making the most of teaching at the chairside. Eur J Dent Educ 2011;15:63-8.
  • Eriksen HM, Bergdahl J, Bergdahl M. A patient-centered approach to teaching and learning in dental student clinical practice. Eur J Dent Educ 2008;12:170-5.
  • Fugill M. Teaching and learning in dental student clinical practice. Eur J Dent Educ 2005;9:131-6.
  • Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, et al. “Teaching as a competency”: competencies for medical educators. Acad Med 2011;86:1211-20.
  • Harden RM, Crosby J. Amee guide no 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach 2000;22:334-47.
  • COPDEND. Copdend standards for dental educators. Manchester: The UK Committee of Postgraduate Dental Deans and Directors, 2013.
  • Azer SA. Challenges facing pbl tutors: 12 tips for successful group facilitation. Med Teach 2005;27:676-81.
  • Cowpe J, Plasschaert A, Harzer W, Vinkka-Puhakka H, Walmsley AD. Profile and competences for the graduating european dentist -update 2009. Eur J Dent Educ 2010;14:193-202.
  • Singh G, Kaur R, Mahajan A, Thomas AM, Singh T. Piloting direct observation of procedural skills in dental education in India. Int J Appl Basic Med Res 2017;7:239-42.
  • Polyzois I, McLoughlin J, Kelly A, Claffey N. Clinical teaching in restorative dentistry and the variation between students’ and supervisors’ perceptions of its effectiveness. Eur J Dent Educ 2010;14:92–8.
  • Branch WT Jr, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med 2002;77:1185-8.
  • Irby D, Bowen JL. Time-efficient strategies for learning and performance. Clin Teach 2004;1:23–8.
  • Larsen DP, Butler AC, Roediger HL 3rd. Test-enhanced learning in medical education. Med Educ 2008;42:959–66.
  • Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ 2009;43:1174-81.
  • Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM, et al. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res 2014;191:64-73.
  • Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A, et al. Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg 2014;42:97-104.
  • Curtis DA, O’Sullivan P. Does trainee confidence influence feedback? Med Educ 2014;48:943-6.
  • Boehler ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG, et al. An investigation of medical student reactions to feedback: a randomized controlled trial. Med Educ 2006;40:746-9.
  • Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach 2009;31:685-95.
  • Kaufman DM. Applying educational theory in practice. BMJ 2003;326:213-6.
  • Chambers DW, Geissberger M, Leknius C. Association amongst factors thought to be important by instructors in dental education and perceived effectiveness of these instructors by students. Eur J Dent Educ 2004;8:147-51.
  • Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students’ view. J Dent Educ 2005;69:1137-47.
  • Duvivier RJ, Van Dalen J, van Der Vleuten CPM, Scherpbier AJJA. Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers. Med Teach 2009;31:634-41.
  • Schönwetter DJ, Lavigne S, Mazurat R, Nazarko O. Students’ perceptions of effective classroom and clinical teaching in dental and dental hygiene education. J Dent Educ 2006;70:624-35.
  • Bertoli E, Lawson KP, Bishop SS. Dental Students’ Skills Assessments: Comparisons of daily clinical grades and clinical and laboratory assessments. J Dent Educ 2018;82:417-23.
  • Frambach JM, Driessen EW, Beh P, van der Vleuten CPM. Quiet or questioning? Students’ discussion behaviors in student-centered education across cultures. Stud High Educ 2014;39:1001-21.
  • Abu Kasim NH, Abu Kassim NL, Razak AAA, Abdullah H, Bindal P, Che' Abdul Aziz ZA, et al. Pairing as an instructional strategy to promote soft skills amongst clinical dental students. Eur J Dent Educ 2014;18:51-7.
  • Kereluik K, Mishra P, Fahnoe C, Terry L. What knowledge is of most worth: teacher knowledge for 21st century learning. J Digital Learn Teach Educ 2013;29:127-40.
  • Khatami S, Macentee MI. Evolution of clinical reasoning in dental education. Dent Educ 2011;75:321-8.
  • Gonzalez MAG, Abu Kasim NH, Naimie Z. Soft skills and dental education. European J Dent Educ 2013;17:73-82.
  • Quieng MC, Lim PP, Lucas MRD. 21st century-based soft skills: spotlight on non-cognitive skills in a cognitive-laden dentistry program. European J Contemp Educ 2015;11:71-81.
  • Virtue SM, Pendergast L, Tellez M, Waldron E, Ismail A. Identifying noncognitive skills that contribute to dental students’ success: dental faculty perspectives. J Dent Educ 2017;81:300-9.
  • Yoshida T, Milgrom P, Coldwell S. How do US and Canadian dental schools teach interpersonal communication skills? J Dent Educ 2002;66:1281-8.
  • Sch€onwetter DJ, Wener ME, Mazurat N. Determining the validity and reliability of clinical communication assessment tools for dental patients and students. J Dent Educ 2012;76:1276-90.
  • Sch€onwetter DJ, Wener ME, Mazurat N, Yakiwchuk B. Exploring the predictive ability of two new complementary instruments for assessing effective therapeutic communication skills of dental and dental hygiene students. J Dent Educ 2012;76:1291-310.
  • Prideaux D, Alexander H, Bower A, Dacre J, Haist S, Jolly B, et al. Clinical teaching: maintaining an educational role for doctors in the new health care environment. Med Educ 2000;34:820-6.
  • Ramani S, Leinster S. Amee guide no. 34: teaching in the clinical environment. Med Teach 2008;30:347-64.
  • Hand JS. Identification of competencies for effective dental faculty. J Dent Educ 2006;70:937-47.
  • Bligh J, Brice J. Further insights into the roles of the medical educator: the importance of scholarly management. Acad Med 2009;84:1161–5.
  • Henriksen A-H, Ringsted C. Learning from patients: students’ perceptions of patient-instructors. Med Educ 2011;45:913-9.
  • Hesketh EA, Bagnall G, Buckley EG, Friedman M, Goodall E, Harden RM, et al. A framework for developing excellence as a clinical educator. Med Educ 2001;35:555-64.
  • Elzubeir MA, Rizk DE. Identifying characteristics that students, interns and residents look for in their role models. Med Educ 2001;35:272–7.
  • Paukert JL, Richards BF. How medical students and residents describe the roles and characteristics of their influential clinical teachers. Acad Med 2000;75:843–5.
  • Bostock S, Baume D. Professions and professionalism in teaching and development. In: Baume D, Popovic C, eds. Advancing practice in academic development. Abingdon: Routledge, 2016;32–50.
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There are 79 citations in total.

Details

Primary Language Turkish
Subjects Dentistry
Journal Section Research
Authors

Kadriye Funda Akaltan 0000-0001-6744-6312

İrem Öztürk This is me 0000-0001-6585-7839

Publication Date August 1, 2019
Submission Date November 20, 2018
Published in Issue Year 2019 Volume: 6 Issue: 2

Cite

Vancouver Akaltan KF, Öztürk İ. Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi. Selcuk Dent J. 2019;6(2):134-47.