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General discussion1337imbalance deteriorates. I now understand better that ‘learning as much as possible during undergraduate dental training’ involves more factors that are influential than solely the learning curve of the student, and I started to reconsider whether my previous idea of ‘the ideal’ is actually optimal. I now feel that on certain aspects, and in certain situations, less is more. Also using self-efficacy as an outcome measure helped me to understand and accept this. Besides, we recognize that in the current society deeper learning and collaboration is preferred. In line with that, a dentist should not be expected to be able to provide all endodontic care themselves but to work together with other experts. It can be concluded that self-efficacy is a useful outcome measure, and that the Endodontic General Self-Efficacy Scale a reliable tool worth introducing in research on education in Endodontology (chapters 3 and 4). Studying the development of the young practitioners both before and after graduation provided new insights in the field of Endodontology. New insights are not always received enthusiastically. They may cause a need to reconsider the methods in use, and that may be uncomfortable for the teaching staff, especially for those who are not self-efficacious. When the teaching staff do not feel assured that they meet all the expectations that may be assigned to their position, new insights and changes may make them feel vulnerable which may cause resistance. Traditionally, teaching staff at an academic centre comprised of experts in their field of study. In sports, however, it is well known that being a champion does not necessarily mean that one is a good trainer or a good coach too. To lead a sportsperson to the top, an educator, a trainer, and a coach are selected. The educator builds the educational programme, the trainer supervises the sportsperson while they are exercising, and the coach provides moral support. Each position requires its own specific skills. It could, however, be possible for one person to fulfil all the three positions. In dental education, to supervise students, teaching staff should have at least training skills, and preferably coaching skills as well, on top of their expertise in the field of study. They should be skilled at assessing not only students’ performance and theoretical knowledge but also their insight, and at providing effective feedback. They should stimulate the students’ development. Those skills should be acquired before, or at the latest when, they begin their position as supervisor. Being skilled is a prerequisite for self-efficacy, and teaching staff should be self-efficacious in their position. To frame and build the education, one needs the capacity to integrate the various aspects fundamental to education. Expertise in the field of study and Annemarie Baaij.indd 133 28-06-2023 12:26