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Practice-based learning: emerging professional characteristics, self-concepts and patterns of knowing in dental
Theresa Woodman1, Barbel Pee, Heather Fry
1Dental Auxiliary School, Barts & the London School of Medicine & Dentistry, Queen Mary, University of London, UK.
Summary
Dental students primarily reflect on negative experiences and problems during training. Their reflections reveal diverse ways of knowing and evolving professional identities, aligning with educational trends in reflective practice.
Area of Science:
- Dental Education
- Medical Education
- Professional Development
Background:
- Reflective learning is increasingly encouraged in higher and professional education.
- Understanding student reflections provides insights into training experiences and professional identity formation.
Purpose of the Study:
- To analyze the meaning dental undergraduates and dental therapy students attribute to their training experiences.
- To elucidate the reflections of dental students through a content analysis of a reflective learning activity.
Main Methods:
- Content analysis of 31 student-completed worksheets from a reflective learning activity.
- Categorization of reflections based on four patterns of knowing: empirical, aesthetic, personal, and ethical.
Main Results:
- Student reflections predominantly focused on negative experiences and problem situations.
- All four patterns of knowing (empirical, aesthetic, personal, ethical) were identified in student reflections.
- Reflections highlighted emerging professional characteristics and students' self-concepts.
Conclusions:
- Dental student reflections offer valuable insights into their training and professional development.
- Encouraging reflection on learning and practice is a significant trend in contemporary dental education.
- The study underscores the importance of analyzing student reflections to understand their evolving professional identities.