The Importance Of Reflective Development In Dental Education

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As it has been revealed across the essay, RP is an undeveloped field in Dental Education. This was already highlighted by Boyd 2002 p.718 “Reflection is an underutilized teaching strategy in dental education, and one likely to lead toward deeper learning along with the development of critical thinking” which shows that there has not been an improvement in the last 13 years despite the educational benefits it brings.
Reviewing the GDC educational standards for dentistry and the CDA standards for Orofacial Pain Programs, I realized that both only enumerate the type of soft skills competencies needed like critical thinking, lifelong learning and communication skills among others, but there is no explicit reference to reflection like in the RCGP ( criteria, where it is even said how it should be reach through portfolio.
This competence based dental orientation, the historical technical frame of the profession and the teacher centred educational approach that remains in Chile, are additional core factors of local resistance to adopt the constructive theories behind RP that have a
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Dental education, however, is an exception. The literature and my experience suggest that the reasons for the lack of research and application of RP in the field are the historical technical professional frame and the current competence-based curricula that act against the constructive approach of the underlying theories and models of RP. The teacher-centred approach that remains in Chile is a further challenge to introduce this kind of learning strategies; nevertheless, the educational benefits of RP can develop the necessary skills to become a self-directed lifelong learner. This can help to change by itself the educational

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