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Clinical undergraduate teaching.

L A Chapnick1, A Chapnick

  • 1Faculty of Dentistry, University of Toronto, Ontario, Canada.

Journal of Endodontics
|February 25, 2000
PubMed
Summary

Most endodontists teaching in dental clinics lack formal pedagogical training. Providing this training is crucial for improving dental education and instructor effectiveness.

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Area of Science:

  • Dental Education
  • Endodontics
  • Pedagogy

Background:

  • Many endodontists teaching in undergraduate dental clinics lack formal pedagogical training.
  • Dental schools traditionally assumed clinical expertise equates to effective teaching.
  • Current observations indicate this assumption is often inaccurate.

Purpose of the Study:

  • To highlight the need for formal pedagogical training for endodontic instructors.
  • To emphasize the instructor's role in creating a positive learning environment.
  • To underscore the impact of instructors on student development.

Main Methods:

  • This study is a review of current teaching practices and their effectiveness.
  • It analyzes the responsibilities of clinical instructors in dental education.
  • It discusses the benefits of formal pedagogical training for educators.

Main Results:

  • Endodontic instructors often lack formal training in teaching methodologies.
  • Effective teaching requires more than clinical expertise; it involves specific pedagogical skills.
  • Instructors significantly influence student learning and professional development.

Conclusions:

  • Formal pedagogical training is essential for endodontists teaching in dental schools.
  • Training equips instructors to be better tone-setters, facilitators, and role models.
  • Improved instructional practices enhance the overall quality of dental education.

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