Reflective learning as a student and an educator: connecting the scholarship of teaching and learning

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed

\u3cb\u3ePersonal Reflection:\u3c/b\u3e Reflective Learning as a Student and an Educator: Connecting the Scholarship of Teaching and Learning

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed

In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students’ perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students

Pitfalls to avoid in establishing a SoTL academic pathway: An early career perspective

Interest in developing academic career pathways that are focussed on the Scholarship of Teaching and Learning has surged in recent years. Yet, to many, SoTL remains equivocal to scholarly teaching. Expectations of the roles and responsibilities of SoTL academics are still clouded. In this reflective essay, I aim to point out some pitfalls to avoid for those who are new to the SoTL academy and those who are considering the opportunity

The Evolving Professional (EP) Concept as a Framework for the Scholarship of Teaching and Learning

This essay describes The Evolving Professional (EP) concept at use within the School of Dentistry, the University of Queensland as a mutli-level framework that connects the learner and the educator in the scholarship of learning, the scholarship of teaching and learning and professional development. Perspectives and reflections into how this concept could be used to connect the nexus between professional development and scholarship of teaching and learning, to broaden the “teaching commons” and how this concept relates to learners and educators of professional training programs are explored

Chairside testing for cariogenic bacteria: current concepts and clinical strategies

Modern approaches to dental caries such as STEM (System for Total Environmental Management) are based on a whole-of-patient and whole-of-biofilm approach to the disease. There are now multiple lines of evidence which indicate that dental caries is a multi-pathogen disease and that mutans streptococci may participate but are not critically essential for disease to occur. A number of new strategies for controlling caries risk are currently being explored, based on the modern biofilm concept. Clinical diagnostic kits examine plaque or saliva for features of the biofilm which are surrogates (markers) of the disease process can be useful in clinical patient management since these can be undertaken at chairside