Impact of curriculum on understanding of professional practice: A longitudinal study of students commencing dental education

Kieser, J. A., Dall'Alba, G. and Livingston, V. (2009) Impact of curriculum on understanding of professional practice: A longitudinal study of students commencing dental education. Advances in Health Sciences Education, 14 3: 303-314. doi:10.1007/s10459-008-9114-6

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Kieser, J. A.
Dall'Alba, G.
Livingston, V.
Title Impact of curriculum on understanding of professional practice: A longitudinal study of students commencing dental education
Journal name Advances in Health Sciences Education   Check publisher's open access policy
ISSN 1382-4996
Publication date 2009-08
Sub-type Article (original research)
DOI 10.1007/s10459-008-9114-6
Volume 14
Issue 3
Start page 303
End page 314
Total pages 12
Editor G. R. Norman
Place of publication Amsterdam, The Netherlands
Publisher Springer
Language eng
Subject C1
93 Education and Training
13 Education
Abstract This longitudinal study examines changes in understanding of dental practice among a cohort of students in the early years of a dentistry programme. In their first two professional years, we identified five distinct understandings of dental practice that we have ordered from least to most comprehensive: relieving pain or generally caring for teeth, carrying out particular dental procedures, diagnosing and treating dental problems or diseases, evaluating and responding to oral health, and finally, evaluating oral health and preventing oral disease in the community. At entry into the dental program the most common understandings among both men and women focused on dental procedures or diagnosis and treatment. The largest changes in students’ responses at the end of the first and second professional years were generally in line with the emphasis of the curriculum in each of these 2 years, although prevention was not clearly featured. These data suggest that at least some students responded to the curriculum and, hence, highlight the impact of the curriculum on students’ emerging understandings. We conclude that curricula can have a key role in the development of understanding of professional practice during professional programmes, although the impact of curricula is not always as expected and merits investigation.
Keyword Professional education
Dental education
Curriculum
Understanding dental practice
Embodied understanding
Q-Index Code C1
Q-Index Status Provisional Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Mon, 23 Nov 2009, 15:38:05 EST by Rebecca Donohoe on behalf of Faculty of Social & Behavioural Sciences