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Related Concept Videos

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Using self-study as a methodology for dental educators' professional inquiry.

Delyse Leadbeatter1, Susie Dracopoulos2, Karen Lansdown1

  • 1Sydney Dental School, The University of Sydney, Sydney, NSW, Australia.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|September 29, 2020
PubMed
Summary
This summary is machine-generated.

Dental educators can enhance their professional development and scholarly practice through self-study research. This methodology illuminates theory-informed teaching and advances the professionalization of dental education.

Keywords:
blingdental educationdental educatorfaculty developmentself-studytechnology

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Area of Science:

  • Dental Education Research
  • Professional Development in Higher Education
  • Educational Self-Study Methodology

Background:

  • Dental educators are vital for dental schools, requiring more than disciplinary expertise.
  • Scholarly development of dental educators is recognized as important.
  • Limited knowledge exists on using research to promote dental educator professional development.

Purpose of the Study:

  • To showcase a research methodology for professional inquiry in dental education.
  • To promote the view of dental education as a professional practice.
  • To explore the use of self-study for professional development.

Main Methods:

  • Four dental educators utilized self-study methodology.
  • Inquiry was framed around technology integration.
  • Data collected through individual journaling, video-call discussions, and Padlet/bricolage.

Main Results:

  • Five key elements emerged: understanding technology, learner identity, expanded teacher roles, professional identity advancement, and self-study limits.
  • Learning was co-constructed within the group.
  • Self-study illuminated theory-informed practice.

Conclusions:

  • Professionalization of dental educators is crucial for sustainable dental education.
  • Self-study research facilitates scholarly development and generates new knowledge.
  • This approach supports understanding the evolving roles of dental educators.