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dc.contributor.advisorThomson, William Murray
dc.contributor.advisorAnderson, Vivienne
dc.contributor.advisorMorgaine, Kate
dc.contributor.authorSubramanian, Jayaram
dc.date.available2012-07-18T21:32:23Z
dc.date.copyright2012
dc.identifier.citationSubramanian, J. (2012). Student and graduate perceptions of the Doctor of Clinical Dentistry programme - a qualitative research project (Thesis, Master of Health Sciences). University of Otago. Retrieved from http://hdl.handle.net/10523/2362en
dc.identifier.urihttp://hdl.handle.net/10523/2362
dc.description.abstractIntroduction: Research suggests that students’ perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students’ learning experiences in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Methods: Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Results: Broad themes which emerged included supervisory approaches, characteristics of the learning process, and characteristics of the physical learning environment. Factors which participants associated with effective learning included: supervisor demonstration of new techniques; supervisor support; opportunities for both interactive and self-directed learning; constructive feedback; exposure to interdisciplinary clinical approaches and multiple clinical opinions; sufficient clinical practice; opportunities to do clinically-relevant research; and access to excellent facilities. Factors which participants identified as precluding effective learning included: inadequate supervisor demonstrations; intimidatory/discriminatory supervisory approaches; unsupported/isolated learning; destructive criticism; poor interdisciplinary coordination; the adoption of a “standard” patient treatment strategy; an over-emphasis on research over clinical practice; and outdated infrastructure. Conclusion: Participants’ responses provided in-depth insights into their understandings of effective and ineffective learning. The research findings will inform curriculum and staff development in postgraduate dental education. Future research is needed that examines supervisors’ perceptions of effective teaching/mentoring practices in postgraduate dental education.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Otago
dc.rightsAll items in OUR Archive are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectMedical education
dc.subjectDental education
dc.subjectStudent voice
dc.subjectStudent feedback
dc.subjectHigher education
dc.subjectQualitative research
dc.subjectNew Zealand
dc.subjectPostgraduate education
dc.subjectFaculty development
dc.subjectAcademic staff development
dc.subjectEducation research
dc.subjectDoctor of Clinical Dentistry (D.Clin.Dent.)
dc.subjectEffective supervision
dc.subjectEffective learning
dc.subjectEducational environment
dc.subjectClinical education
dc.subjectHealth professional education
dc.subjectCurriculum
dc.subjectCritical incident technique
dc.subjectInductive analysis
dc.subjectPedagogical research and practice
dc.subjectDoctoral education
dc.titleStudent and graduate perceptions of the Doctor of Clinical Dentistry programme - a qualitative research project
dc.typeThesis
dc.date.updated2012-07-18T06:36:00Z
dc.language.rfc3066en
thesis.degree.disciplineOral Sciences/Dentistry
thesis.degree.nameMaster of Health Sciences
thesis.degree.grantorUniversity of Otago
thesis.degree.levelMasters
otago.openaccessOpen
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