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Using Situated Learning Theory to Build an Interactive Learning Environment to Foster Dental Students'
Karin K Quick1, Christine M Blue2
1Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; and Christine M. Blue, BSDH, MS, DHSc, is Associate Professor and Director, Division of Dental Hygiene, University of Minnesota School of Dentistry. quick003@umn.edu.
Journal of Dental Education
|January 30, 2019
Summary
This study found that a situated learning project using an Ignite format effectively promoted professionalism in dental students. The project enhanced understanding of academic integrity, professional behavior, and patient trust.
Area of Science:
- Dental Education
- Professionalism Studies
- Social Sciences in Medicine
Background:
- Professionalism is crucial for dentistry's societal contract.
- Educational strategies are needed to cultivate professional behaviors in dental students.
- Situated learning theory offers a framework for practical skill development.
Purpose of the Study:
- To evaluate an Ignite-format project based on situated learning theory.
- To assess its effectiveness in enhancing dental students' professionalism.
- To explore professional relationship development and self-identity.
Main Methods:
- A mixed-methods study involving 108 first-year dental students.
- Utilized a project based on situated learning theory and an Ignite format.
- Collected quantitative data via surveys and qualitative data through self-assessment essays.
Main Results:
- Students reported positive learning experiences, improved perspectives on academic integrity (60%), and appreciation for professional relationships (98%).
- Qualitative analysis revealed themes of behavior, patient trust, professional interactions, and standards.
- The project fostered introspection, appreciation for professional relationships, and deeper understanding of ethical issues.
Conclusions:
- The Ignite project successfully advanced initial professional development goals for dental students.
- Social interactions with peers and practitioners were key to learning and introspection.
- Students developed a stronger professional identity and understanding of ethical dental practice.