Experiential learning without prior vicarious learning: an insight from the primary dental care setting

ABSTRACT

The vicarious learning method (by observation) is used to help learners emulate their teachers’ behaviours. The experiential learning method (by experience) is traditionally used thereafter, so that learners can apply these behaviours to a given situation. Both methods are widely utilised within clinical skills training. A clinical teacher may well face the question of whether a learner can complete a certain clinical task without having seen it performed before. Therefore, clinical teachers will need to determine which method, vicarious or experiential, is most effective for their learners. To help explore this, the author reflects on two examples from dental teaching practice, followed by discussion of the need to also observe soft skills; provide meaningful feedback; be a good role model; facilitate deep learning; know our learners, and implement learner-centred learning. Collectively, this reveals that although experiential learning may be possible and beneficial by itself, further research is required to fully support this.

KEYWORDS:

• Dental education
• clinical competence
• primary health care
• learning
• teaching

Notes on Contributor

As well as practising as a dentist in a variety of settings, Dr Bhaven Modha has held clinical teaching posts as an Honorary Clinical Teaching Fellow in Restorative Dentistry at the University of Leeds School of Dentistry; an Honorary Clinical Teacher at the Flying Scotsman Centre, University of Sheffield School of Clinical Dentistry; and a Dental Nurse Tutor at the Professional Dental Studies College in Edgware, teaching both the NEBDN Certificates in Orthodontic Dental Nursing and Dental Radiography.

Disclosure statement

The author reports no declarations of interest. The author alone is responsible for the article’s content and writing.