Special Issues in Dental Education: : (1) Flipping the lecture, (2) How Asian students learn, (3)...

Supachai ChuenjitwongsaPrifysgol Caerdydd, Cymru, Y Deyrnas Unedig

Prifysgol Chulalongkorn, Gwlad Thai

Special Issues

in

Dental Education

Supachai Chuenjitwongsa

Overview

• ‘Flipping’ the lecture

• How do Asian students learn?

• Teaching clinical dentistry: Tacit knowledge

• HEA recognition, RDF, Academic staff roles

Some Techniques for Giving a Lecture

• Passive (100%)

• Passive with active components

• Passive �� Active

• Active �� Passive

• Other?


Flipping the Lecture (1)

• Traditional Lecture

Deliver the Content Homework / Exercise

(Classroom) (SDL)

• Flipping Lecture (http://www.knewton.com/flipped-classroom)

Study the Content Active Learning Session

(SDL) (Classroom)

*Using IT*

• What is the common similarity?



Source: http://www.avatargeneration.com/2012/08/

sophia-provides-innovative-tools-to-help-teachers-flip-their-classroom/

Flipping the Lecture (2)

Key Pedagogy

• Active learning

• Cognitivist learning

• (Moderate) Constructivist learning

• Student engagement

• Critical thinking

An example: Using Ed-Ted prior to the lecture

• Please see: http://ed.ted.com/



Reflection (1)

• Do you think your lecture still contains any active

learning component? Why?

• Do you think whether ‘Flipping Lecture’ is beneficial

or not, in your own context?

Please remember…

Lecture is not necessary passive learning!

Perception on Learning (1)

Eastern Culture


• ‘Understanding’ is a

‘process’ for

discovering meaning

• Learning is a result of

hard working and

cognitive effort

• Emphasise on ‘what

need to be learned’

Cognitive-Based Learning

Western Culture

• ‘Understanding’ is

perceived as a

‘sudden insight’

• Learning is a result of

an ability of individuals

to gain sudden insight

• Emphasise on ‘skills

for learning’

Skill-Based Learning

Perception on Learning (2)

Eastern Culture


• Repetitive learning and

memorising

• Practice and exercise

• Time-dependent

• Reflection and

cognitive process

Western Culture

• Active learning and

engagement

• Student-centeredness

• Skill-dependent

• Feeling, acting, and

experimenting

Culture and Learning

Eastern Culture


• Large power distance

• Collectivism

• Femininity

• High uncertainty avoidance

• Long-term orientation

• Constraint

Western Culture

• Small power distance

• Individualism

• Masculinity

• Low uncertainty avoidance

• Short-term orientation

• Indulgence


Reflection (2)

• How will you design learning activities to support

Thai (Asian) students to learn?

• How do Thai culture and beliefs influence teaching

and learning?

Please remember…

Culture can influence education…

so we need to provide

‘Culturally-appropriate’ teaching and learning.

Teaching Clinical Dentistry

Have you ever had an experience like this?

“I don’t know why, that’s just the way it is.”

(Fugil 2013, p.83)

What make clinical dentistry so unique?• Tacit knowledge, learning (and also teaching)

• Psychomotor skills

• Complicated (and mostly irreversible) process/procedure

• Dental materials and tools

• Patients (mostly with fear/anxiety/pain/high expectation)

• Educators (mostly with high expectation/standard)

• Stressful environment


Human Brain and Learning


Verbal Explicit

Learning System

• Frontal lobe

• Verbal – be able to use

language to explain

• Require conscious

attention

Academic Dentistry

Procedural

Learning System

• Basal ganglia

• Tacit (Non-verbal) – difficult

to explain using only

language

• Require reliable and

immediate feedback

Clinical Dentistry

Problems with Tacit Learning

• How much pressure to use with a hand piece

when preparing a cavity class II?

• How much pressure to use with an ultrasonic

scaler?

• How hard is the dentine which indicates a ‘clean’

root canal?

Demonstration can provide useful but still

incomplete information for learner!


Tips for Teaching Clinical Dentistry

• Be aware that students still do not have

enough experience in and sophisticated

understanding of clinical procedures

• Make tacit knowledge more explicit to

learner� Verbal and visual explanation

• Use of reflection and feedback(Fugil 2013)


Don’t Forget the Term ‘Competence’

• Competence is a combination of knowledge, skills,

professional attitude, personal attributes, an ability

to work independently (without direct supervision),

and context.

• It also involves professional behaviours, ethics,

and safe practice.



Adapted from Cate et al. 2010


Reflection (3)

• How do you improve your teaching to deal with

problems with tacit knowledge and learning?

Please remember…

Educators need expertise, clinical experience,

and educational competence to support teaching

and learning in clinical dentistry.


Competences for Dental Educators: A European Model

Professionalism

Institu

tional and

Health C

are

A

dm

inis

tration

Educational

Research

Advanced

Teachin

gTeaching

Educational Administration


The UK Professional Standards Framework

Please see an attached

document for more

information


The UK Research Development Framework


document for more

information


The UK Academic Staff Roles


document for more

information

Teaching Research

ManagementService

Providing


Reflection (4)

• What is the future direction of Thai dental

education and the Faculty of Dentistry,

Chulalongkorn University?

Special Issues in Dental Education: : (1) Flipping the lecture, (2) How Asian students learn, (3)...

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