Reflective learning in community-based dental education
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Ronald Strauss1, Mahyar Mofidi, Eugene S Sandler
1Department of Dental Ecology, School of Dentistry, University of North Carolina at Chapel Hill, 27599, USA. ron_strauss@dentistry.unc.edu
Abstract:
Learners gain additional value from community-based education when they are guided through a reflective process. The purpose of this article is to describe how structured reflection assignments and methods are incorporated in the University of North Carolina School of Dentistry's community-based DISC (Dentistry in Service to Communities) program. The following strategies are described as ways to enrich community-based learning experiences for dental students: photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. Fieldwork and course-related examples are drawn from community-based dental experiences to illustrate how reflective teaching approaches can enhance student learning. A directed process of reflection is suggested as a way to increase the impact of the community learning experience.
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