Questioning in preclinical and clinical instruction.

Area of Science:

• Dental Education
• Pedagogy in Health Professions

Background:

• Questioning is a fundamental pedagogical tool in higher education.
• Effective questioning is crucial for developing critical thinking skills in dental students.
• Current dental curricula can benefit from enhanced questioning techniques.

Purpose of the Study:

• To highlight the importance of questioning in dental education.
• To present specific questioning strategies for dental technique laboratories and clinical settings.
• To encourage the use of inquiry-based learning in dental training.

Main Methods:

• Literature review on questioning techniques in education.
• Analysis of questioning categories relevant to dental skills acquisition.
• Case examples of questioning strategies in preclinical and clinical dental environments.

Main Results:

• Frequent questioning stimulates independent thought and professional development.
• Specific questioning categories can be tailored to different learning environments.
• Structured questioning enhances skill acquisition in dental technique laboratories and clinics.

Conclusions:

• Implementing diverse questioning strategies is vital for effective dental instruction.
• Inquiry-based learning through questioning supports lifelong learning in dentistry.
• Further research into optimal questioning methods in dental education is warranted.