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Chapter 7118were the reasons, what would they do differently or better next time, what is the expected prognosis if the treatment had been conducted on a patient, what did they learn (ESE 2018).When we realized that there might be room to improve understanding in Endodontology, we revised the manual for root canal treatment that is used for the undergraduate training at ACTA. To stimulate students’ reflection and understanding, a new structure was conceptualized. The manual now starts with the overall aim of a root canal treatment. For each step of the root canal treatment there is a dedicated chapter that starts with the purpose of that particular step, followed by an instruction to accomplish the objective safely. To help students to keep control over the treatment and to encourage learning for deep understanding, each chapter concludes with a checklist that may stimulate the reflection process and help them understand the procedure and their own results.The level of being competent in performing root canal treatment can be reached by using simulated clinical training (chapter 2). Subsequently, clinical experience is important to raise feelings of preparedness and to build self-efficacy (chapters 4 and 5). Although the students would like to gain more clinical experience during their undergraduate training, this might be difficult to accomplish since the number of available patients is limited (chapter 4). To get more out of the available experience with practicing Endodontics, we introduced ‘peer discussion about lessons learned’: following a – for a student – remarkable experience in practicing Endodontics (clinically or preclinically), they share and discuss this experience and the accompanying lessons they have learned with their peers in the presence of a supervisor who guides the discussion, if needed. This may amplify the learning process of both the students who share their experiences and their peers. Besides, it may increase their self-efficacy as well. We learned from the feedback of the students that they found peer discussion about lessons learned very valuable. Sharing negative experiences and the accompanying lessons learned was, according to them, even more valuable than sharing positive experiences with lessons learned, and this applies not only to the peer students but especially to the student who shared the experience. To be able to share it, they have to reflect on what happened, what helps to process the experience and understand Endodontics. The subsequent discussion with their peers usually reveals that it could have happened to any one of them, which is comforting for the one who shares their experience but also for the peers. The questions of their peers show that they try to get insight and learn from the experience as well. Later on, while Annemarie Baaij.indd 118 28-06-2023 12:26