Learning for dental practice: Ethnographic case study of pre-clinical embodied practice in a technology-enhanced simulation laboratory setting

Abstract

Dental education combines theories and practice regarding preparing students for clinical practice. Presently, dental education has implemented technological simulators in teaching pre-clinical embodied practice. Many studies of simulation technologies have revealed they have some advantages over simpler techniques. However, there is still little evidence to support knowledge of how to design pre-clinical courses integrating technology in simulation-based teaching and learning. This challenge also affects the Prosthodontic department in designing pre-clinical simulation laboratory courses, as dental educators encounter difficulties in teaching with the new technological simulator – the DentSim system. An ethnographic case study was used to obtain detailed information about students’ practice. The knowledge from in-depth investigation may help professional educators and educational designers decide which technologies and instructional approaches are suitable for the courses. The Activity-Centred Analysis and Design (ACAD) framework was used for capturing and understanding detailed information about the course. Thirteen third-year dental students, who had no experience practising on the pre-clinical course and with the DentSim system, volunteered to participate in the study. The data were gathered by using two approaches: participant observations and interviews. In summary, this thesis identified some principles for improving the design of an effective pre-clinical laboratory course regarding balancing and integrating the DentSim system and other aspects of practice. The thesis should also be of value to other professional educators and educational designers who would like to implement similar technologies and approaches in their courses and/or to undertake similar research in this field.