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 …show more content…
• develop skills of critical analysis: pre-assumptions, interpretations.
• take proper account of the context of reflection.
Since RP in Dental and Orofacial Pain Education in Chile are non-existent, I will propose a similar reflective program for both curriculums (Fig. 7), but they will differ in assessment and final tool as it has been acknowledge that UG and PG perceived this variables different (Mann). Figure 7: Reflective Practice curriculum proposal for Dental Undergraduate and Orofacial Pain Postgraduate Programs
The idea of the RP program is to include it along the whole curriculum in order to be align not only with the reflection process itself but with the rest of the curriculum, since one of the drawbacks named by students is that it is hard to make sense if it is not a stage process coherent with the rest of the modules (nelson). I think that introducing a thematic workshop at the beginning of both programs will foster the sensitivity and awareness of reflective practice itself. Since there is a different experience background and maturity, UG will start with values of the dental professional identity and social role, while in the PG they will use their clinical experience to explore how their ‘Instrumentalism learning’ mode has shape their performance to be able to see out of that box in the future. p. 20 M2. In both cases a structured one page of self-reflection sheet will be …show more content…
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
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 …show more content…
• develop skills of critical analysis: pre-assumptions, interpretations.
• take proper account of the context of reflection.
Since RP in Dental and Orofacial Pain Education in Chile are non-existent, I will propose a similar reflective program for both curriculums (Fig. 7), but they will differ in assessment and final tool as it has been acknowledge that UG and PG perceived this variables different (Mann). Figure 7: Reflective Practice curriculum proposal for Dental Undergraduate and Orofacial Pain Postgraduate Programs
The idea of the RP program is to include it along the whole curriculum in order to be align not only with the reflection process itself but with the rest of the curriculum, since one of the drawbacks named by students is that it is hard to make sense if it is not a stage process coherent with the rest of the modules (nelson). I think that introducing a thematic workshop at the beginning of both programs will foster the sensitivity and awareness of reflective practice itself. Since there is a different experience background and maturity, UG will start with values of the dental professional identity and social role, while in the PG they will use their clinical experience to explore how their ‘Instrumentalism learning’ mode has shape their performance to be able to see out of that box in the future. p. 20 M2. In both cases a structured one page of self-reflection sheet will be …show more content…
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