Dental school student and faculty perspectives about changing to comprehensive patient-care clinic management

Abstract

Purpose

Some dental schools have modified the curriculum to better meet students’ educational needs while providing comprehensive patient care. Like other organizations, their inability to adapt to changes has been of concern to scholars. Frequently, organizations focus on technical aspects and minimize the human component. Qualitative studies are essential to describing how faculty and students respond to large-scale planned programmatic change so that findings can be used to guide implementation efforts.

Method

Fullan's theory of action framed this study. Multi-case narrative inquiry was used to explore faculty and students’ experiences during the first year of their new clinical education model. Focus group meetings elicited perspectives about the program's effectiveness.

Results

There was congruence between programmatic goals and implementation: interdisciplinary teaching and communication, collegiality and collaboration, varied student learning, and faculty mentoring. However, the clinical management system and the lack of training hampered the progress of implementation and change. There were also disagreements about competency attainment.

Conclusions

Aspects of Fullan's model were shown while components: that systems learn, capacity building prevails, and learning the work were not evident. The temporal nature of participants’ experiences shaped their stories. Providing comprehensive patient care while ensuring that students acquire skills for becoming competent general dental practitioners is indeed a delicate balance.

Keywords:

• Interpersonal behaviors and communication
• Professional education
• Qualitative research

Additional information

Notes on contributors

Linda S Behar-Horenstein

Linda Behar-Horenstein, PhD is a Distinguished Teaching Scholar and Professor in the School of Human Development and Organizational Studies in Education at the University of Florida. Her research focuses on instructional practices that encompass: critical thinking, curriculum development, faculty development, postsecondary education, professional education, qualitative research, and program evaluation. She is nationally recognized for her research and teaching healthcare faculty about critical thinking skills.

Kellie W Roberts

Kellie W. Roberts is a PhD candidate at the University of Florida in the School of Human Development and Organizational Studies in Education. She is the Interim Director, of the DIAL Center for written and oral communication at the university.

Mueen A Zafar

Mueen A. Zafar, PhD '11, Higher Education Administraion, is an Associate Professor at Riphah International University in Islamabad.