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Reflective practice in the teaching of conservative dentistry to undergraduate dental students – perceptions derived from a pilot study using personal development diaries
Author(s) -
Robinson P. B.,
Davies B. R.
Publication year - 2004
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/j.1600-0579.2004.00314.x
Subject(s) - notice , perception , medical education , psychology , dental education , personal development , dentistry , focus group , medicine , sociology , political science , neuroscience , anthropology , law , psychotherapist
The aim of this study was to explore final‐year student perceptions to the use of personal development diaries (PDDs) and to compare the findings with an established system of competitive continuous assessment, using open display of score ratings displayed on a clinic notice board. Focus groups in conjunction with personal development diaries (PDDs) were used to investigate the teaching of conservative dentistry to senior dental undergraduates. Thirty per cent of the statements made reference to the positive aspects of PDDs, while a small percentage (6%) was negative. Nineteen per cent of the comments derived from the focus groups showed that the undergraduates disliked the open display of their marks on the conservation clinic notice board. This compared with only 2% who claimed that they enjoyed the competitive method. A further 22% of the comments related to the fact that open display of marks was stressful, whereas 3% were unaffected. Eighteen per cent of the responses indicated that clinical conservative dentistry was a stressful experience.