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Reflective learning for behavioral guidance in pediatric dentistry.

Richa Khanna1, Rajeev Kumar Singh1, Rameshwari Singhal2

  • 1Department of Paediatric and Preventive Dentistry, King George's Medical University, Lucknow, Uttar Pradesh, India.

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Reflection on action significantly improved dental undergraduates' basic behavioral guidance skills in pediatric dentistry. This reflective practice enhanced knowledge and skill application, demonstrating its value in dental education.

Keywords:
Behavioral guidancereflection on actionreflective learning

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Area of Science:

  • Dental Education
  • Pediatric Dentistry
  • Behavioral Science

Background:

  • Basic behavioral guidance (BBG) skills are crucial for quality pediatric dental care.
  • The complexity of BBG skills necessitates analytical approaches like reflection.
  • This study introduces "reflection on action" to enhance BBG skill acquisition in dental undergraduates.

Purpose of the Study:

  • To evaluate the effectiveness of "reflection on action" for learning basic behavioral guidance skills.
  • To assess the impact of reflective practice on dental undergraduates' knowledge and skill application.
  • To determine the acceptability of this educational intervention.

Main Methods:

  • Undergraduates video-recorded oral prophylaxis sessions with pediatric patients (ages 3-7).
  • Participants practiced "reflection on action" using their videos and Boud's 4R framework.
  • Reflections were assessed, feedback provided, and knowledge/skills evaluated via questionnaires and video scoring.

Main Results:

  • Significant improvement in participants' knowledge of using reflections for learning.
  • All participants could "revisit" patient encounters; 16 showed progression to higher reflective levels.
  • Video scores for BBG skills improved significantly; students reported high satisfaction with the intervention.

Conclusions:

  • "Reflection on action" effectively addresses the need for improved BBG skills in pediatric dentistry.
  • The intervention enhanced students' knowledge and application of behavior guidance skills.
  • The educational approach was well-received and accepted by the participants.