Rethinking knowledge and pedagogy in dental education

Area of Science:

• Dental Education
• Competency-Based Curricula
• Social Science in Dentistry

Background:

• Traditional dental education often overemphasizes the science of dentistry.
• Competency-based curricula necessitate a broader view of knowledge and pedagogy.
• Technical knowledge alone is insufficient for developing the 'art' of dentistry.

Purpose of the Study:

• To explore Habermas's theory of knowledge (technical, practical, emancipatory) in dental education.
• To identify pedagogies that support the development of practical and emancipatory knowledge.
• To examine the integration of these pedagogies into competency-based dental curricula.

Main Methods:

• Application of Habermas's theory to dental education.
• Identification of teaching strategies supporting practical and emancipatory knowledge.
• Case study of Marquette University's School of Dentistry's new curriculum.

Main Results:

• Problem-based learning, case methods, reflective practices, and storytelling support practical and emancipatory knowledge.
• These methods are being integrated into innovative dental curricula.
• Marquette University's School of Dentistry is implementing a competency-based curriculum incorporating these strategies.

Conclusions:

• Dental education requires a balanced approach encompassing the art and science of dentistry.
• Integrating practical and emancipatory knowledge is crucial for effective dental training.
• Continued development of diverse teaching methods is essential for future dental practitioners.