Learning & Teaching

Teaching Philosophy Statement (incl. Updates) for M.Phil (HPE)

Writing this narrative, I find it very difficult not to write about the huge impact that the M.Phil programme has had on me with regards to my view on teaching and learning. Therefore, my current opinions about my own teaching philosophy must take this newly acquired information into account and be representative of my own learning process as a result of this transformative journey that I have embarked upon.

I see my role in the education process more as a facilitator and motivator than a traditional teacher. I am actively involved with clinical dental teaching within the clinical setting, which is underpinned by learning theories of experiential learning and situated learning. I believe that by approaching my functions with a more student-centred approach, with a greater emphasis on learning rather than teaching, will bring about transformative educational change within the student. It is during my classroom teaching that I am very cognisant of this fact, which strives for collaborative and peer learning as far as possible. This will hopefully result in an increased level of responsibility and accountability for students' own learning outcomes. I always hope that my own enthusiasm and respect for my profession, as well as my active involvement with my students, will encourage them see the value of a positive approach to life and for the education project. There is no reason why education should not a fun - for students and educators alike!

I am fully aware that the clinical setting in which I teach, has certain guidelines for appropriate behaviour. While these are important to instil in our students early on in their careers, it is also vital that I make this a safe a space as possible in order to facilitate their practical learning. My constant interaction and presence within their clinics ensures that they never feel alone or isolated while they work on patients, using the principles of connectivism to promote learning.

Another role that I hope I fulfil during clinical learning, is to ensure that students develop a strong sense of patient-centeredness whenever they treat any patient. As much as good practical attributes make a good dentist, more so, the sociology of the interaction between the student and the patient is vital in order to become a great dentist. For this, effective and transparent communication is key at all stages of patient management; which, when combined with respect, understanding and mastering the art of listening, has tremendous benefits for any clinician - and therefore also for the patient.

Students know me very well for my strong emphasis on professionalism within the clinical setting, where factors such as punctuality, dress code and appropriate patient communication all make reference to supporting both behaviourism and social learning theories. I feel I am a good role-model for my students, but I need to be a great one in order to have a real and lasting impact on their careers.

I have always been (and will always be) a very strong advocator of feedback when assessment is given to students, especially in a constructive, understandable and meaningful way which enriches their learning experiences. My manner of giving feedback is always to first ask the student what they felt they did well and where they felt they were lacking (in terms of knowledge and clinical skills) during their clinical session - and then offering my feedback. Now being fully aware of the importance of having clearly define outcomes of learning before assessment is done, I will ensure that all students are well aware of their objectives before they start their clinical sessions.

The one thing I will most certainly introduce into this adult learning theory model, is the concept of reflection and reflective practice. Not only reflection for the student, in terms of the learning experience and the assessment given, but also for me in order to improve my teaching style and increasing the educational impact I have on their learning process. I also feel that I should become more aware of the fact that not all students will have the same level of aptitude when it comes to practical/clinical work. By being more sensitive of this and adopting a more flexible approach to the individual needs of students, I will be able to support and drive more effective clinical learning for a greater range of students.

With the concept of constructivism in mind, I would like to introduce a tutorial session for my students, where we could discuss various aspects of what they experienced during their clinical session. This would allow us to better understand the needs of the students and identify issues or gaps which need addressing. It would encourage collaboration and interaction between students by stimulating discussion of ideas such as patient management, treatment planning, specific treatment problems and record keeping (to mention a few). For me, clinical teaching and learning must not only be about what happens during any specific clinical session, but must allow for students to be able to build upon their knowledge and practical abilities in a way that drives them forward to a point where have greater confidence and optimal competency in their field.

My future growth within health care education will only be limited by my own inability to actively make use of what I have already learnt and not being open to personal change as a facilitator of learning. I love my job - it's my passion and it excites me to be able to find new ways of improving myself and thereby enriching the lives of my students.

Update to original L&T Philosophy: 29 April 2017

I think the greatest impact the Leadership module has had on me, is it made me aware of what my inherent leadership style is (i.e. servant-leadership) and has identified key elements of my own personality which I hadn't yet considered and which might play in a role in my teaching. It has also made me more sensitive to issues such as change and conflict management within the faculty - relating to colleagues and students alike.

The impact this has had on my teaching philosophy, is via strengthening the idea of me being a good role model for students and leading them as a facilitator of knowledge through their own educational journeys. I think I am more aware of the value of inter-personal differences and emotional intelligences between students and how these play a role within the various classes. In many ways, this aligns well with my original teaching philosophy, with a few subtle changes and enhancements.

Update to original L&T Philosophy: 2 August 2017

There are several key aspects which I feel I need to introduce into my original Teaching Philosophy as a direct result of what I have learnt during this program.

After having completed the Learning and Teaching Module and being at the end of the Assessment Module, has highlighted the importance of constructive alignment within the curriculum. All assessment methods, teaching and learning activities (TLA's) and learning objectives must be aligned with each other in such a way that they inform each other of what the intended learning outcomes are.

In this way, appropriate standard setting is ensured with valid blue printing and student competence can be accurately, fairly and comparatively assessed. It is also very clear to me that I must always be very aware of on what level I am assessing a student and that all TLA's and assessments are tailor-made to the specific level of competency being evaluated - and that my students must also be fully aware of this and what the pre-defined objectives are in advance.

It remains a constant of personal drive of mine to instil the principles of reflective practice within my students, in a bid to improve their level of critical thinking and reasoning. This challenge appears to be an on-going process of self-awareness and self-realisation of the value that reflection can have on their own growth and development. Most students do not acknowledge the importance of this process for their learning and meta-cognitive functioning.

I feel that, as a result of various modules, I am developing a much better understanding of what the education process involves - not only for educators but more importantly for students. The integration of my knowledge from the various topics can only be beneficial to me as a facilitator of knowledge and skills and by extrapolation, beneficial for my students and profession.

Update to original L&T Philosophy: 22 September 2017

Following the Curriculum Development & Analysis module has made me acutely aware of how important the structure, design and planning of any curriculum is in delivering a high quality educational product to my students. The extensive intertwining of the key principles which underpin a stable yet flexible curriculum, represent the foundations of the education project and without effective and regular evaluation and modification thereof, my best intentions in facilitating student learning and optimising learning outcomes, could miss the mark.

This is easier said than done, as curriculum development and implementation is, in itself, a collaborative process which constructs itself via active input from all stakeholders involved - lecturers, students and support staff. The importance of proper scheduling and timetabling has become very apparent to me as this module progressed and has made me more sensitive to issues which reinforce fair and acceptable educational practices - from TLA's, detailed and explicit module guides, assessments and expected learning outcomes. All factors which affect (and are affected) by the education project as a whole must be symbiotically aligned with each other and within the greater degree programme itself. Being aware of these issues now will assist me in identifying strengths and gaps within our curriculum in order to fossilise our efforts of providing the best possible educational experience for our students as they secure themselves within the programme.

Update to original L&T Philosophy: 4 November 2017

I regard reflection as the conscious introspective and retrospective consideration of all actions, behaviours, intentions and outcomes which form part of those representations which can successfully be evaluated by comparing it with the delivered result with know/specified objectives. I see reflection as that modulating entity which strives for emotional homeostasis of self by improving future outcomes and ensuring self-regulation based on the reality of the situation and/or circumstance - be it personal or professional.

I now accept that I am fully-functional reflective practitioner, having witnessed its importance in my own life and in my approach to my teaching style. For me personally, reflection was an easy task which now forms part of my regular routine. Testing the waters of reflective teaching with my students, proved more of a challenge - mainly because this took me out of my comfort zone of purely addressing clinical issues with them. Employing reflective practice has allowed me to engage on a much higher level with my students, by making me cognisant of the many underlying personal issues and inherent qualities which affect student approaches to learning. This has made me acutely aware of the value and importance of a student-centered approach to my teaching and clinical education and it has had great benefit on improving the inter-professional relationship between myself and my students. I allow each of my students to actively reflect on their clinical sessions when I grade them, before we decide on a suitable score together. It is quite amazing how often we agree on the same score, which merely encourages me to continue reflecting with them in a safe and educationally conducive space. This can only be of great value for the education project as a whole, by improving the overall spirit of collegiality.

Having considered the concept of reflection in more detail has made me realise the glaring duality of its use and mechanism of action. By engaging in reflective practice with my students, has facilitated my own reflection of action and behaviour as it applies to my teaching and meaning of intent. In this way, my focus on reflective practice not only has the ability to induce reflection in my students, but feeds back on itself by forcing me to reflect on my own reflective practice, teaching and motivations (verbal, behavioural and implicit) for both myself and my students.

Update to original L&T Philosophy: 14 November 2017

For me, I see the Scholarship of Teaching and Learning (SoTL) as all those representations which affect the learning and teaching process and which inform the nature, success and efforts of educators through observation and enquiry of their actions and effectivity of intentions to improve educational outcomes and learning experiences, by actively engaging in research and commitment to collaborative educational efforts which feeds back on itself by optimising the delivery of high quality education.

Evidence of this reflective teaching can be seen in my intent to foster greater interaction, collaboration and critical thinking amongst my students by driving my teaching philosophy towards greater student-centeredness. Additionally, my use of competition and a learning-centered approach to my teaching, together with good student feedback, encourages me in this regard. By using a reflective approach with my students, increases their awareness of action, behaviour and experience in an attempt to promote learning and improve performance through self-realisation and comparison of outcomes in relation to target performances. Being cognisant of this fact, has greatly modified my own teaching philosophy and has facilitated inter-professional relationship building between myself and my students.

My inherent personality attributes such as work ethic, professionalism, respect, integrity, transparency, availability, collaboration, inclusiveness and kindness have situated me well for transferring these to my students through implicit role-modelling. I feel very much a part of the community of practice in which I learn and teach and accept every opportunity afforded to me through which I can contribute to or learn from within this community or practice. The notion of being of use to one’s vocation in a positive and stimulating way is a great motivating factor to continue striving. Not only because of self-improvement, but for the benefit to the community of practice and the education project in general.

I feel that my scholarly journey has only just begun and I hope to be given more opportunities of growth in the future which could better fossilise me as a true scholarly teacher and propel me into the top tier of being a teaching scholar.

In closing, my future intent of active engagement with research and readings on learning and teaching, assessment, scholarship and reflective practice will constantly build on my existing knowledge base and identify additional aspects which could promote my scholarship journey and enhance my teaching ethos and abilities. This would not only benefit my students, but would give me greater confidence in employing novel techniques or approaches to stimulate student learning through enhanced, dynamic and student-centered teaching principles.

Update to original T&L Philosophy: 22 April 2018

Following the completion of the Staff Development module, it has become very evident that faculty development initiatives are essential for improving academic vitality and building capacity within any learning institution. As a clinical teacher myself, attending such events are crucial for my own growth and development and will ensure that my teaching efforts are grounded in current theory and result in optimal effect on my students' learning outcomes. It is clear that while teaching is only one of the many core competencies of a clinical educator, it is one that requires specific and explicit attention - given that clinicians are not 'naturally-born' teachers per se.

The underpinnings of any successful staff development initiative include collaborative, peer and experiential learning theories which adopt approaches of constructivism and inclusiveness, in an educationally conducive learning atmosphere of mutual trust. Personally, I feel that it is important to add elements of this module to inform the evolution of my teaching philosophy because, while learning & teaching is teaching for learning, staff development is learning for teaching. The two entities are inherently intertwined and should be viewed as mutually inclusive of each other in any educational institution.

The fact that clinicians can become good clinical teachers as a result of attending well-planned, well-executed and properly evaluated staff development initiatives, is indeed encouraging for me. Having greater insight into what this process involves now, has made me more acutely aware of my own role and responsibilities with regards to optimising my teaching skills and accepting the impact it can have on my students' learning experiences. After all, a great teacher will forever be life-long learner who is capable of motivating and inspiring students to have the same educational ethos.

In the words of Barnett, acquiring knowledge and 'knowing' is the first step to understanding the process from 'becoming' into 'being' the agent of change that one intends to evolve in to, in order to facilitate a desired change in one's own behaviour and in the environment in which one is functioning. Without learning, through staff development initiatives, this transformation cannot be realised and one's ideas, beliefs and opinions will never be challenged into a state of cognitive dissonance for personal and academic growth.

PERSONAL PROGRESS REPORT - Year: 2017

Faculty role:

· Dental Surgeon – Grade 1 (UWC employed)

· Clinical Supervisor/ Teacher (B.Ch.D. III – V)

· Lecturer – BDM200 module: Dental Science of Dental Material (B.Ch.D. II)

Undergraduate student involvement:

· BDM200 module:

o Lecture Dental Science of Dental Materials (B.Ch.D II):

§ Introduction to Dental Material

§ Atomic building blocks and bonds

§ Structure of metals and alloys

§ Structure of ceramics

§ Structure of polymers

§ Mechanical properties

§ Physical properties

§ Chemical properties

§ Biocompatibility, biomaterials and biomechanics

o Assessments:

§ 2 written tests, sick test, 1 final written exam, supplementary exam and SDA

o Interventions:

§ Verbal feedback given to class after both written tests during an additional lecture in order to fully discuss test memorandums.

§ Personal intervention given to 2 struggling students on a one-to-one basis in my office.

o Additional comments:

§ Realigned my lectures with the prescribed textbook, outcomes and module descriptors.

§ Compiled new power-point presentations and lecture notes.

§ Introduced competition strategies during lectures to improve student engagement, participation and peer learning (i.e. student-centeredness).

§ Module coordinator in absentia of Dr Stuhlinger (twice during 2017).

· Clinical Supervision and Teaching (B.Ch.D. III, IV and V)

· Pre-clinical teaching and supervision:

o NRT (B.Ch.D. II)

o Cons300 (B.Ch.D. III)

o Endo-block (B.Ch.D. IV)

o Crown and Bridge block (B.Ch.D. V) – final assessments of mock and final practical exams.

· Diagnostics seminars/ CLD500 (B.Ch.D. V)

· Financial sponsor of Faculty Prize for Professional Conduct in the Clinical Environment (B.Ch.D. V)

Additional duties:

· Service rendering for faculty staff and patients.

· Lecture preparations

· Administrative tasks:

o Marking scripts

o Marking Diagnostics portfolios

· External examiner/ moderator for CPUT: Dental Assistants’ Diploma (January 2017 – present)

Personal Learning & Teaching activities:

· M.Phil. in Health Professions Education (currently in final year): 2017 Modules include –

o E-Portfolio

o Leadership

o Teaching and Learning

o Assessment

o Curriculum Development and Analysis

o Research Methodology

o 2 Journal Clubs (June and September 2017)

· Workshops:

o Clinical Teaching Workshop for sessional staff (29 June 2017)

o Clinical Teaching Workshop for permanent staff (3 October 2017)

Staff Development/ CPD’s:

· The Art of Giving and Receiving Feedback: LatitudeU/ Global Mindset online course (March 2017)

· Level 5 Leadership – LatitudeU/ Ann Arbor Spark online course (March 2017)

· Leading People for Quality Results – LatitudeU/ The Par Group online course (March 2017)

· UWC: Cleaning and Shaping of Root Canal using Rotary instruments (2 June 2017)

· GC Dental (Rich Newman): New Optiglaze and Light Curing Technology (2 August 2017)

· SASPIO (Prof N. Wood): HPV (7 December 2017)

· Ethics Workshop (12 December 2017)

· Journal Clubs:

o Sexual Harassment (Dr V. Davids)

o Predatory Journals and Open Access (Prof G. Geerts)

Research involvement/ collaboration:

· Faculty Research Day (2 May 2017)

· Collaborative research into endodontic revascularisation/ stem cells (with Dr D Moodley, Dr T Peck)

· Research Protocol/ Proposal development (M.Phil in HPE)

Publications:

· Management of necrotic pulp of immature permanent incisor tooth: A regenerative endodontic treatment protocol: case

report. SADJ 72(3):122-125 [April 2017]

· Taking a Look at Modern Teaching & Learning Approaches, Concepts and Perceptions. EC Dental Science Journal 11(5):213-

215 [June 2017]

· Pre-Clinical Fixed Prosthodontic Education (Editorial). EC Dental Science Journal14(3): 104 [September 2017]

· Principles of Sound Assessment Practice in Health Professions Education. EC Psychology Journal 5(5): 150-157 [September

2017]

Editorial Boards:

· EC Dental Science Journal – Editorial Board Member (2016 – present)

· Archives of Dentistry and Oral Health – Editorial Board Member (2018 – present)

Outreach:

· UWC Open Day (6 May 2017)

· Special Olympics South Africa – voluntary athlete dental screening (27 May 2017)

· Mandela Day Denture Project (July 2017)

Personal work ethic/ goals:

· Although majority of time was dedicated to clinical teaching and training during 2017, I additionally had to plan and present

new BDM200 lectures as mentioned.

· With the time left at my disposal, I spent on the M.Phil. degree (developed e-portfolio, module assignments, research

protocol).

· Core professional objectives for 2017 included:

o Ensuring the supportive facilitation of student learning and performance improvement, with the intent of improving

learning outcomes and hence better dental care delivery for patients.

o Making myself freely available to students for interventions and support, at both the Tygerberg and Mitchells Plain sites.

o Paying critical attention to positive role-modelling for students.

o Promoting an educationally conducive learning environment, which underpins the importance of inclusiveness.

o Being an active team-player within the department of Restorative/ Conservative dentistry to colleagues, as well for the

promotion of the image of the department.

o Being supportive of university and faculty initiatives in terms of teaching and learning, research, scholarship and

stewardship.

o Upholding university policy as it applies to the Dental Faculty’s students, staff and resources.

PERSONAL PLAN - Year: 2018

Faculty role: same as 2017

Undergraduate student involvement: same as 2017; but including NRT220 lecturer / coordinator

Additional duties: same as 2017; but including NRT220 lecturer / coordinator

Editorial boards: same as 2017

Teaching and Learning activities:

· Curriculum Development Workshop (18 Jan 2018)

· M.Phil in HPE degree (final year): 2018 modules include -

o Staff Development

o E-Portfolio

o Research project

Personal and Professional plans/ goals for 2018:

· Teaching Goals:

o Continue contributing to the BDM200 module as in 2017.

o Possibly introduce blended learning, peer learning and/or flipped classroom methods into my teaching.

o Make myself available to coordinate the NRT200 module, as well as lecture / pre-clinical education for this module.

o Apply more of what I have learnt during the M.Phil programme to my own teaching philosophy in a practical but feasible

way.

o Remain transparent, dedicated and fair to all students during teaching, assessment and provisions of student interventions.

o To constantly reflect on my own actions, intent and educational practices in a bid to constantly improve and grow –

personally and professionally.

o Ensure that I give meaningful student feedback which includes an action plan for performance improvement.

o Continue attending teaching and learning workshops offered by university, faculty and department.

o Ensure that I am able to strengthen the curriculum where possible (teaching and learning, assessment, planning, review).

o Ensure that my teaching is aligned with university and faculty policy, with the students’ needs and expectations at the

forefront.

· Professional goals:

o Continue my own academic growth by completing the M.Phil. degree.

o Attend more outreach initiatives (minimum of 2 for 2018).

o Continue with professional and personal self-development (including CPD events) in order to remain current with clinical

treatment modalities, techniques and materials.

o Avail myself to the department for any promotions or initiatives which would result in a permanent vocational position at

the faculty.

· Administrative goals:

o Continue with my functions as specified/ demanded by the BDM200 module.

o Continue with my functions relating to Diagnostics/ CLD500 (seminars, portfolios).

o To again make myself available as BDM200 module coordinator (in absentia) as and when required by the department.

o Assist with the NRT200 module (administration, coordination, planning, lecturing).

o Make myself available to the department for any additional administrative functions not previously assigned to me, but

which could support the department and my colleagues.

· Research goals:

o Successfully complete the M.Phil. research project by the end of 2018.

o Successfully publish 1 article during 2018.

o Continue supporting university, faculty and department research initiatives (workshops, research day, collaborative

research opportunities with the faculty and between university faculties).

Botox UK.pdf

Botox Training Workshop, UK (2000)

Hands-on Clinical Course in Dermal Fillers (2011)

Hands-on Clinical Course in Botox (2011)

Clinical Workshop: Immediate Implants (2016)

Clinical Workshop: Lasers in Dentistry (2016)

Certificate - Feedback (1).pdf

Online Feedback course (2017)

Student award for Clinical Teaching (Nov. 2017)

Contributing author: Clinical Paediatric Prosthetic Guide for M.Sc. students in Paediatric Dentistry, UWC (2016)

Author: Post-operative Instructions for paediatric dental patients following general anaesthesia, UWC (2016)

Lecture compilation: Dento-Oral Pain for Emergency Medicine Specialists, UWC (2016)