An exploration of the impact of working in pairs on the dental clinical learning environment: Students' views. (7th February 2022)

• Record Type: Journal Article
• Authors: Dargue, Anna; Richards, Charlotte; Fowler, Ellayne
• Is Part Of: European journal of dental education. Volume 27:Number 1(2023)
• Page Start: 87
• Page End: 100
• Publication Date: 2022-02-07
• Subjects: clinical environment -- collaborative learning -- dyads -- informal learning -- undergraduate -- workplace learning; Dentistry -- Study and teaching -- Europe -- Periodicals; Dentistry -- Study and teaching -- Periodicals; 617.60071
• DOI: 10.1111/eje.12780
• Languages: English
• ISSNs: 1396-5883

Abstract

Abstract: Introduction: The aims of this study were to explore the undergraduate dental clinical students' experiences and perspectives of paired working in the clinical learning environment. Materials and methods: An interpretivist methodological approach with a socio‐cultural lens was used. A stratified purposeful sampling strategy was chosen. Students digitally recorded three audio‐diaries using Gibbs' cycle to guide reflection on collaborating clinically with a peer. 1:1 semi‐structured interviews were held using a topic guide. Inductive thematic data analysis was undertaken. Results: Eight participants were recruited. Main themes related to individual characteristics (motivation, professionalism, knowledge and experience) and relational features (feeling safe, attaching value, positive working relationships) that contributed to effective collaborative partnerships. The social setting is important for learning in the dental clinical environment. Benchmarking is used by students to motivate and reassure. Students learnt from their peers, particularly when they felt safe and supported and had developed good relationships. A lesser quality learning experience was highlighted in the assistant role. Conclusion: Paired working for clinical training was viewed mostly positively. Working with a variety of peers was beneficial and enabled development of interpersonal skills and professionalism. More effective collaborative learning partnerships were described when students felt they belonged and had affective support. Disadvantages of paired working were noted as reduced hands‐on experience, particularly for senior students and when working in the assistant role. Ground rules and setting learning goals to change the mind‐set about the assistant role were recommended. Emotional and practical support of students is needed in the clinical setting.