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An Appraisal of Dental Students' Perception of Integrating Reflective Practice into the Curriculum: A Pre-Post
Nagla'a Abdel-Wahed1, Hanadi Sabban2, Hanadi Khalifa3
1Department of Oral Diagnostic Sciences, King Abdulaziz University Faculty of Dentistry, Jeddah, Saudi Arabia, Phone: +96 6545475806, e-mail: nabdulwahed@kau.edu.sa, naglaa_abdel_wahed@hotmail.com, Orcid: https://orcid.org/0000-0002-1627-9427.
Aim:
To evaluate dental students' perception of reflective practice before and after an educational intervention. Second, to investigate how it might be more effectively incorporated into dental education.
Materials And Methods:
A 2-hour session for reflective writing instructions was done as a group discussion and feedback between the instructor and the learners. A template for reflection based on Gibbs' reflective cycle was used. Fifty-one third-year dental students (academic year 2023-2024) participated in this study. Forty-four students consented and filled out an anonymous pre-session electronic survey. The survey comprised two parts including demographics (two questions) and reflective skills related part (11 questions). Twenty-nine students consented and filled out an anonymous post-session electronic survey. The survey included the same parts as the previous, as well as added opinion-related questions (2 questions).
Results:
Reflective practice was significantly appreciated among students who thought it was "extremely important" for dental education (n = 22, 75.8%). Moreover, most students (n = 17, 58.6%) believed it should be "completely integrated" into the curriculum. The methods applauded for reflective practice were group discussion (n = 23, 79.3%), reflective writing journal (n = 19, 65.5%), and an online platform (n = 8, 27.6%). There was a statistically significant difference in the evaluation of dental students' perception of reflective practice before and after the session, favoring progress in reflective skills related to their capacity for self-assessment, reflection-on-action, and peer learning. Pre-session sex disparity was resolved after the session.
Conclusion:
Dental students' perception of reflective practice enhanced after the educational intervention, and they favored its integration into the curriculum by organized group discussion.
Clinical Significance:
This study supports the growing consensus that establishing reflective practice is a necessary element of becoming a healthcare professional and the recognition of reflective practice as part of continuous professional development for dental professionals. How to cite this article: Abdel-Wahed N, Sabban H, Khalifa H, et al. An Appraisal of Dental Students' Perception of Integrating Reflective Practice into the Curriculum: A Pre-Post Intervention Study. J Contemp Dent Pract 2024;25(12):1084-1091.
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