Making the most of teaching at the chairside

dc.contributor.authorMcMillan, Wendy
dc.date.accessioned2014-05-27T12:54:28Z
dc.date.available2014-05-27T12:54:28Z
dc.date.issued2011
dc.description.abstractThis paper examines the chairside as an opportunity for teaching and learning. It sets out to understand how students learn in the dental clinic so that they can better be supported in their clinical learning. The paper draws on current theories of learning to establish a rationale for effective chairside teaching. Current theories highlight the active role of learners in ‘constructing’ their own knowledge of a field, and emphasize the importance of active learning and reflection in this process. The paper is practical is nature. It weaves evidence from empirical studies of medical and dental clinical teaching, as well as ‘best practice tips’ from the literature, with theory to suggest a strategy for effective teaching in the clinical context. The paper concludes with a caveat, warning that effective clinical teaching requires an investment in time.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationMcMillan, W. (2011). Making the most of teaching at the chairside. European Journal of Dental Education. 15(1): 63-68en_US
dc.identifier.issn1396-5883
dc.identifier.urihttp://hdl.handle.net/10566/1085
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherWileyen_US
dc.rightsCopyright Wiley. This is the authors' final version and may be freely used provided that the source is acknowledged.
dc.source.urihttp://dx.doi.org/10.1111/j.1600-0579.2010.00638.x
dc.status.ispeerreviewedtrue
dc.subjectChairside teachingen_US
dc.subjectLearning theoryen_US
dc.subjectConstructivismen_US
dc.subjectActive learningen_US
dc.titleMaking the most of teaching at the chairsideen_US
dc.typeArticleen_US

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