Teaching Beyond Technical Skills
by Jen Barr
Successful completion of the dental hygiene program means that students have emerged as competent clinicians capable of engaging in critical thinking when making decisions for patient care. As both a didactic and clinical instructor, I have the opportunity to help foster these skills in my students. My role as a teacher is to function as an instructor, guide, and role model for them. During didactic classes, I have to instruct them on the concepts and theories of dental hygiene practice. In clinic, I must guide them during patient care to begin to apply this information in real applications. In both, it is imperative that I role model the ideas that are harder to teach, such as lifelong learning and empathy for patients. As a dental hygiene instructor, I have the following goals for my students:
I have the unique opportunity to help students realize these goals across the dental hygiene curriculum in the range of courses that I teach.
To meet these goals, I use a variety of learning strategies in my classes. First, it is imperative that I lay the foundations of dental hygiene theory. In both Dental Radiology and General and Oral Pathology, I cover large amounts of introductory material. I am a strong lecturer and come to class well-prepared, energetic, and enthusiastic. I model my own interest in the subject by sharing current research and personal experiences in private practice. Lectures are supplemented by striking visual images, video demonstrations and illustrations, PowerPoint slides, and outlines to keep students on track. Lecture time is broken into smaller segments to keep student attention. Small and large group discussion is interspersed throughout class sessions to promote collaborative learning. Students work in pairs or small groups on case studies or lab work in cooperative efforts. Although there is much material to be covered, principles of active learning are included. Students have the opportunity to practice and demonstrate techniques and use knowledge frameworks, such as concept maps and diagrams. Throughout all of these activities, the focus is on the goals I have set for the students. Particularly in case studies and discussions, emphasis is placed on critical thinking, recognizing unique needs, and considering the best patient options.
In clinical teaching, I further expand upon the topics I have taught didactically. In this setting, I work with students one-on-one to begin to make treatment plans and decisions. I introduce the concept of providing rationale for these choices. The rationale the students provide is based off what they have learned in class. I use questioning and discussion to help students practice their emerging critical thinking skills. As students become more competent through the semesters, I scaffold my instruction and eventually become more of a guide or facilitator. In clinic, I continue to role model empathy by helping students to make decisions based off unique patient needs, instead of student requirements. I model lifelong learning by showing students new techniques or discussing new research. I use small and large group discussion during clinic, as well, through a roundtable and plenary session that is part of the clinic requirements.
One of my strongest attributes can be found in my interaction with students. I set a relaxed and comfortable, yet professional tone in my classroom. I keep the environment warm and open to all students. I am extremely approachable and will to answer questions as they arise. I am available in person, by email, and by phone. I email a class newsletter weekly to keep students on track with assignments, due dates, happenings, and supplemental information. I have created Facebook groups for my didactic courses which feature photos of the day, discussion posts, links, videos, articles, and other resources. I hold additional “study club” sessions twice a week to help students who are struggling or students who just want to work with the material some more. These additional sessions give me the time and freedom to use many active learning strategies, such as discussion, concept maps, demonstrations, case studies, and role playing. Students know if they have a question or concern, my door is always open.
As important as these goals are, it is equally important that they be accurately assessed. Traditional tests and quizzes are a component of my didactic courses. Not only does this prompt students to learn the material, but it also helps prepare them for national board examinations required for licensure. In addition, students are assessed through case study and analysis, laboratory assignments, and other projects. Some of the other projects students work on include: identifying ethical dilemmas, finding evidence-based research, and photographing pathology on patients. I do not rely on traditional grading scales alone in my courses. On some projects and in patient care, students are given formative feedback and a pass/fail grade. This system removes some of the pressures associated with traditional grades and puts the focus on sound decision-making. Feedback is extensive and allows students to see both their strengths and weaknesses. Further, this evaluative method helps foster intrinsic motivation, which students must have if they are to remain committed to providing patient care once they practice on their own.
At this point, I am fairly new to teaching and realize that I have much to learn, however, I am committed to lifelong learning and model it whenever possible for my students. I attend continuing education regularly, both for dental hygiene and for teaching methodology. I apply what I have learned in my Master’s coursework to my classes whenever beneficial to the students. I have created expanded student evaluation forms that ask open-ended questions specific to my classes. I compile and use this data to make changes where appropriate. In the future, I will garner feedback from my students at early and mid-points during the semester to make changes earlier, if necessary. I am committed to being an excellent dental hygiene clinician and will continue to hone my skills. I maintain membership in professional associations, hold several board positions, and volunteer whenever possible. I cannot expect the same level of professionalism from my students, if I do not exhibit it myself.
In the future, I have several goals to improve upon my teaching and learning. I plan to begin doctoral coursework in education. I will continue to attend continuing education and professional development whenever possible. I will keep a journal and reflect upon my experiences in self evaluation. I will continue to look critically at the feedback from students to see where I can improve. I am an excellent dental hygienist and can share much of those experiences with students. I want to be an excellent educator and can only do that through continually seeking to better myself and my skills.
by Jen Barr
Successful completion of the dental hygiene program means that students have emerged as competent clinicians capable of engaging in critical thinking when making decisions for patient care. As both a didactic and clinical instructor, I have the opportunity to help foster these skills in my students. My role as a teacher is to function as an instructor, guide, and role model for them. During didactic classes, I have to instruct them on the concepts and theories of dental hygiene practice. In clinic, I must guide them during patient care to begin to apply this information in real applications. In both, it is imperative that I role model the ideas that are harder to teach, such as lifelong learning and empathy for patients. As a dental hygiene instructor, I have the following goals for my students:
- To understand and apply concepts learned to patient care
- To make evidence-based decisions during treatment planning
- To use critical thinking skills when evaluating treatment options
- To consider individual patient needs to create appropriate care plans
- To be empathetic to patient needs, concerns, and overall well-being
I have the unique opportunity to help students realize these goals across the dental hygiene curriculum in the range of courses that I teach.
To meet these goals, I use a variety of learning strategies in my classes. First, it is imperative that I lay the foundations of dental hygiene theory. In both Dental Radiology and General and Oral Pathology, I cover large amounts of introductory material. I am a strong lecturer and come to class well-prepared, energetic, and enthusiastic. I model my own interest in the subject by sharing current research and personal experiences in private practice. Lectures are supplemented by striking visual images, video demonstrations and illustrations, PowerPoint slides, and outlines to keep students on track. Lecture time is broken into smaller segments to keep student attention. Small and large group discussion is interspersed throughout class sessions to promote collaborative learning. Students work in pairs or small groups on case studies or lab work in cooperative efforts. Although there is much material to be covered, principles of active learning are included. Students have the opportunity to practice and demonstrate techniques and use knowledge frameworks, such as concept maps and diagrams. Throughout all of these activities, the focus is on the goals I have set for the students. Particularly in case studies and discussions, emphasis is placed on critical thinking, recognizing unique needs, and considering the best patient options.
In clinical teaching, I further expand upon the topics I have taught didactically. In this setting, I work with students one-on-one to begin to make treatment plans and decisions. I introduce the concept of providing rationale for these choices. The rationale the students provide is based off what they have learned in class. I use questioning and discussion to help students practice their emerging critical thinking skills. As students become more competent through the semesters, I scaffold my instruction and eventually become more of a guide or facilitator. In clinic, I continue to role model empathy by helping students to make decisions based off unique patient needs, instead of student requirements. I model lifelong learning by showing students new techniques or discussing new research. I use small and large group discussion during clinic, as well, through a roundtable and plenary session that is part of the clinic requirements.
One of my strongest attributes can be found in my interaction with students. I set a relaxed and comfortable, yet professional tone in my classroom. I keep the environment warm and open to all students. I am extremely approachable and will to answer questions as they arise. I am available in person, by email, and by phone. I email a class newsletter weekly to keep students on track with assignments, due dates, happenings, and supplemental information. I have created Facebook groups for my didactic courses which feature photos of the day, discussion posts, links, videos, articles, and other resources. I hold additional “study club” sessions twice a week to help students who are struggling or students who just want to work with the material some more. These additional sessions give me the time and freedom to use many active learning strategies, such as discussion, concept maps, demonstrations, case studies, and role playing. Students know if they have a question or concern, my door is always open.
As important as these goals are, it is equally important that they be accurately assessed. Traditional tests and quizzes are a component of my didactic courses. Not only does this prompt students to learn the material, but it also helps prepare them for national board examinations required for licensure. In addition, students are assessed through case study and analysis, laboratory assignments, and other projects. Some of the other projects students work on include: identifying ethical dilemmas, finding evidence-based research, and photographing pathology on patients. I do not rely on traditional grading scales alone in my courses. On some projects and in patient care, students are given formative feedback and a pass/fail grade. This system removes some of the pressures associated with traditional grades and puts the focus on sound decision-making. Feedback is extensive and allows students to see both their strengths and weaknesses. Further, this evaluative method helps foster intrinsic motivation, which students must have if they are to remain committed to providing patient care once they practice on their own.
At this point, I am fairly new to teaching and realize that I have much to learn, however, I am committed to lifelong learning and model it whenever possible for my students. I attend continuing education regularly, both for dental hygiene and for teaching methodology. I apply what I have learned in my Master’s coursework to my classes whenever beneficial to the students. I have created expanded student evaluation forms that ask open-ended questions specific to my classes. I compile and use this data to make changes where appropriate. In the future, I will garner feedback from my students at early and mid-points during the semester to make changes earlier, if necessary. I am committed to being an excellent dental hygiene clinician and will continue to hone my skills. I maintain membership in professional associations, hold several board positions, and volunteer whenever possible. I cannot expect the same level of professionalism from my students, if I do not exhibit it myself.
In the future, I have several goals to improve upon my teaching and learning. I plan to begin doctoral coursework in education. I will continue to attend continuing education and professional development whenever possible. I will keep a journal and reflect upon my experiences in self evaluation. I will continue to look critically at the feedback from students to see where I can improve. I am an excellent dental hygienist and can share much of those experiences with students. I want to be an excellent educator and can only do that through continually seeking to better myself and my skills.