Clinical Teaching Strategies Reflection Eg

Edith Gonzalez-Rodriguez
Capstone Project (Education)
Effective Clinical Teaching Strategies
The American Dental Education Association was founded in 1923 and is “The Voice of
Dental Education.” This association is dedicated to preparing oral health professionals. ADEA is
bringing new thinking and innovation to the next century and beyond, assisting both faculty
members in dental education and scholars. “Effective Clinical Teaching Strategies” was
instructed by Natatlie Jeong, an Associate Professor at Tufts University school of Dental
Medicine. The purpose of this learning session was to explore principles of clinical teaching and
how to effectively apply techniques to encourage student critical thinking in a clinical setting.
Clinical teaching is defined as a form of interpersonal communication between a teacher
and a learner. Many faculty members stated that they face the following challenges in a clinical
teaching environment: often feeling rushed, student preparation and individual attention to each
student. It was very interesting to hear and learn that many faculty members face the same
challenges despite what school or dental course they are teaching. Ms. Jeong referred to Dr.
Sakaguchi’s clinical teaching strategy - iCARE method. Dr. Sakaguchi initially introduced this
method at Oregon Health Science University and it proceeds as the following:
Teacher: iCARE Studnet:

actions:
Inquire about the pt i Initiate a presentation of Dx and Tx plan
Cultivate the use of evidence C Contribute evidence to support Dx and Tx plan
Advise the student on general principles A Apply relevant principles
Reinforce what the student did well R Reflect on what was done
Empower the student E Execute Tx
In respect to effective clinical teaching, providing effective feedback to students is also as

important as the way they are receiving education. When providing students feedback is it
important to establish a respectful learning environment, begin the session with the student’s self
assessment, be specific and most importantly provide feedback in a timely and regular
occurrence (ex: offer feedback at the time of an event or shortly afterwards.) As educators it is
important to self-reflect on the feedback you provide to each individual student, such as “how
much feedback did you provide?” and “how useful do you think your feedback was?” As doing
so allows educators to change their viewpoint to a student’s point of view and truly identify if
their feedback was delivered thoroughly and useful. Having said that, if students are not
receiving adequate feedback they will begin to assume that all is well, poor performance will
continue to be uncorrected and good performance will not be reinforced. At times, educators may
face barriers to provide quality and adequate feedback. Educators may feel corrective feedback is
awkward to communicate, be fearful to damage their relationship with students, find that
providing feedback is difficult and nonetheless educators desire to avoid undermining the
students self-esteem and most of the time its due to millennial generation issues.
Ms. Jeong stated that many experienced faculty members and school senior
administrators are boomers, which means that they started their education and established their
career’s way before personal computers or cell phones came into existence. With that being said,
the way boomers grew up and finished their career is very different from the way millennials
currently live, communicate and think about life. In today's generation, the internet and
technology have played a significant role in our everyday life, especially with millennials. They
often have very little patiences to face-to-face or one-on-one communication and navigate their
life through social media. Ms. Jeong provided great information on millennials' perspectives.
During her lecture she stated that millennials are often afraid to fail, measure their success by
outcomes not by obedience, don’t want people telling them what to do but need structure, and
possess surface knowledge but struggle with depth. All things considered, as an educator it is
important to analyze the group of students you will be educating as every student and class
absorbs education and feedback differently.
To conclude, I learned that being a good educator goes beyond what school you
graduated from or how long you have been teaching. It is based on how effectively you teach,
manage one-on-one time with students and the manner constructive feedback is provided. What I
valued learning the most out of this learning session was how to use descriptive, nonjudgmental
language when providing feedback to students. Including, comprehending that students with
anxiety in a clinical setting come from low experiences and high independence and students with
frustration come from highly experienced students and low independence, as it is something I
can relate to.
Reference
ADEA eLearn: Effective Clinical Teaching Strategies. (n.d.).
https://elearn.adea.org/products/effective-clinical-teaching-strategies

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Edith Gonzalez-Rodriguez

Capstone Project (Education)

Effective Clinical Teaching Strategies

Teacher: iCARE Studnet:

Inquire about the pt i Initiate a presentation of Dx and Tx plan

Cultivate the use of evidence C Contribute evidence to support Dx and Tx plan

Advise the student on general principles A Apply relevant principles

Empower the student E Execute Tx

In respect to effective clinical teaching, providing effective feedback to students is also as

ADEA eLearn: Effective Clinical Teaching Strategies. (n.d.).

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