Background: it is expected that following graduation dental students can regulate their own practice, especially for dentists whose work is hidden by their very location by providing evidence and reflecting on their clinical experience. It needs changing pedagogy to more interactive approach with better way of communication. This can be achieved by Pebble pad software.Objective: This presentation reports the implementation of Pebble Pad for gathering the practical tasks in an Endodontic program in a dentistry course for undergraduate 5th year dental students based upon independent, reflective learning and some advantages and issues following that.Methods:Students were asked to report about their patient journey through all the investigations and treatment they have undertaken during different rotations of various dental clinics. It is encouraged to write with as much detail as possible. Also students were asked about criteria for each stage of Endodontic practical task through a formative exam. After modifying and revising ideas students were asked to submit their self-assessment for each of their practical tasks through Pebble Pad. A questionnaire also was distributed to investigate the effectiveness of Pebble Pad.Discussion:Eportfolios’ use aim was to reduce the time spent travelling to supervise students at different clinics, to improve students’ learning experiences as well as expose them to this worldwide software, which is student centered and is the best method of self-reflection. Some advantages and issues of portfolios with students’ perception will be discussed in the presentation.
|Publication status||Published - 2016|
|Event||European Conference on Education (ECE 2016) - Brighton, United Kingdom|
Duration: 29 Jun 2016 → 03 Jul 2016
|Conference||European Conference on Education (ECE 2016)|
|Period||29/06/16 → 03/07/16|