College of Public Health, Medical and Veterinary Sciences, James Cook University, Cairns, QLD, Australia.
College Medicine & Dentistry, James Cook University, Cairns, QLD, Australia.
Health Promot J Austr. 2022 Oct;33 Suppl 1(Suppl 1):35-38. doi: 10.1002/hpja.660. Epub 2022 Sep 29.
Using appropriate pedagogical approaches in undergraduate dentistry training is important to develop student's health promotion knowledge, and to shape their attitude towards using these competencies in future dentistry practice. This brief report documents the signature pedagogical approach developed for an undergraduate health science subject at James Cook University, to teach dentistry students health promotion competencies.
The signature pedagogy involves three key approaches - experiential learning, cooperative learning and inquiry-based learning. Experiential learning "beyond the classroom" enables students to develop and deliver a school-based oral health promotion program. "Inside the classroom," role-plays encourage students to apply their health promotion skills to real-world dentistry scenarios. Cooperative learning techniques such as "think, pair, share" create a supportive environment for students to confidently exchange ideas; and inquiry-based learning engages students in thinking critically about health promotion strategies to address contemporary oral health challenges. These pedagogical approaches have developed student's understanding of the health promotion competencies required of a newly qualified dentist.
Pedagogical approaches that engage dentistry students in experiential, cooperative and inquiry-based learning are important considerations for undergraduate teaching, to strengthen understanding of health promotion and to help shape student's attitude towards using these competencies in future dentistry practice.
在本科牙科培训中使用适当的教学方法对于培养学生的健康促进知识，以及塑造他们在未来牙科实践中运用这些能力的态度非常重要。本简要报告记录了詹姆斯·库克大学一门本科健康科学课程中开发的标志性教学方法，用于教授牙科学生健康促进能力。
这种标志性教学法涉及三种关键方法——体验式学习、合作学习和基于探究的学习。“课堂外”的体验式学习使学生能够制定和实施基于学校的口腔健康促进计划。“课堂内”，角色扮演鼓励学生将他们的健康促进技能应用于现实世界的牙科场景。合作学习技术，如“思考、配对、分享”，为学生创造了一个支持性的环境，让他们能够自信地交流想法；基于探究的学习使学生能够批判性地思考健康促进策略，以解决当代口腔健康挑战。这些教学方法提高了学生对新合格牙医所需的健康促进能力的理解。
让牙科学生参与体验式、合作式和基于探究的学习的教学方法是本科教学的重要考虑因素，有助于加强对健康促进的理解，并有助于塑造学生在未来牙科实践中运用这些能力的态度。
