For Block three course outline assignment, I elected to redesign a course within BSc Oral Health Sciences. Reflecting on my proposed developments for Clinical Practice, I referred to Ramsden’s (2003) journal “issues for addressing”. Ramsden (2003), poses questions which I utilised when considering how the Clinical Practice 2a (CP2a) might be developed.

1 “Goals and Structure” and “Evaluation” (Ramsden,2003)

The nature of teaching of restorative skills lends itself nicely to peer interaction and feedback. It is essential that students are able to identify why a cavity design or restoration placement may fail. In addition, students must also understand the process needed to achieve a successful preparation and restoration of a carious tooth. This is an evident “goal” within the course which students are required to achieve. (Ramsden, 2003)

In the past, I have found that students are often reluctant to present work that they deem as failure. We must assist our students in recognising the value and benefits of presenting failures and successes, as both are valuable in the learning process. Through peer feedback on clinical tasks, students are required to identify areas for improvement in the integrity of a restoration, demonstrating recognition and knowledge of gold standard restorative dentistry. I have considered the feedback element of the course design and the incorporation of “evaluation” from both peers and teachers. This adjustment encourages the student to focus on the desired goal of achieving the clinical competency. (Ramsden, 2003)

An important consideration when engaging in peer feedback is ensuring that students feel secure when carrying out such an exercise. Students should not feel judged as inadequate or unable to give constructive criticism to close peers. This is a fundamental measure of students’ development as a medical professional; effective communication. To avoid these potential problems, students are invited to record and submit the feedback. The teaching staff will review this periodically whilst discussing their own feedback on work that has been presented.

This current academic year, I have begun to incorporate ideas from the course design into my own teaching of Clinical Practice 2a. Trialling the recording of feedback (on paper within hard copy of the restorative handbook), students have utilised the feedback recording tables, thus allowing them to reflect on areas for improvement. This has given students autonomy and independence during self-directed and revision sessions. Students use the individual feedback to personalise timetabled revision sessions, where they are able to focus on their own specific development needs. This allows students to optimise their clinical practise time and work on individual clinical skills that they have identified for themselves rather than clinical tutors setting broad tasks.

2. “Teaching strategies” (Ramsden, 2003)

Traditionally, CP2a was arranged in the following format; a lecture was delivered on a specific clinical skill followed by a practical demonstration. The remaining time allowed students to practice the skill on the phantom head. This traditional organisation can be ineffective for the student in terms of grasping the concept theoretically and practically as the time is insufficient.  Through the introduction of video demonstrations, the students can access the content with adequate time to process the material. This prior knowledge will give students increased opportunities, within the clinical skills session, to practice the technical aspects and prepare any questions in advance.  This is an example of constructive alignment that I have attempted to incorporate into the course design. (Biggs, 1999)

With this alteration, students can use the learning materials available to develop their own understanding of the restorative technique. The student “constructs” (Biggs, 1999) their own understanding of the restorative process through watching the online materials and independent reading of relevant literature and resources. Prior knowledge from students active and investigative learning will optimise the time available for practicing the skill where the session was previously occupied by a lecture. Students will also have increased access to a tutor for feedback and guidance. As a lecturer, the design of the online resources and set up of the clinical skill practical tasks will achieve the “alignment aspect” (Biggs, 1999) of constructive alignment. In addition to feedback, the course will set mock examinations allowing students to experience and practice in an environment simulating real-life. Consideration of delivery of teaching will assist students in achieving the “desired learning outcomes”. (Biggs, 1999)

Over the next academic year, I aim to embark on video recording my practical demonstrations and gradually build an online resource. Current resources are available from fellow Dental Schools in Scotland that I plan to review and utilise. I hope to collaborate with other schools discussing how to successfully create content that will improve teaching and learning.

UKPSF Dimensions – A1, A2, A3, A4, K2 and K4

REFERENCES

Ramsden, P.  (2003) “The goals and structure of a course” in Ramsden, P. Learning to teach in higher education second edition. Oxon: RoutledgeFalmer. pp. 119-121.

Biggs, J (1999), ‘What the Student Does: teaching for enhanced learning’, Higher Education Research & Development, 1(18), pp. 57-75. Available at: http://www.tandfonline.com/doi/citedby/10.1080/0729436990180105?scroll=top&needAccess=true (Accessed 06 Feb 2018).