An introductory teaching skills training program for dental students

A significant challenge in dental education is the growing reluctance of graduates to pursue academic careers.1 This global trend has resulted in a shortage of faculty members in dental schools, which has far-reaching effects on the quality of education and the oral health needs of communities. Engaging dental students in teaching skill development and providing them with appropriate mentorship are essential steps in fostering interest in academic careers.2 A retrospective analysis highlighted the absence of such initiatives in Malaysian dental undergraduate programs, underscoring the need for a structured intervention. An introductory teaching skills-training program was piloted for clinical years dental students of Years 3, 4, and 5 that offered exposure to teaching skills while exploring their attitudes toward academic careers. The structured program, conducted by the Dental Education Unit, comprised three stages (Table 1). Ice-breaking session & pre-program evaluation survey (30 min) Small-group teaching skills (2 h) Learning Objectives: Design effective small-group teaching sessions by articulating clear learning objectives, aligning activities with instructional goals, and considering diverse learning styles. Demonstrate the skills to conduct small group activities that foster active student engagement. Develop a rubric for formative assessment of small group teaching activity. Drafting effective MCQs (2 h) Learning Objectives: Describe the key characteristics of well-constructed MCQs. Apply Bloom Taxonomy in question design. Examine a set of MCQs to identify common errors and pitfalls. Construct MCQs that align with the learning objectives of the topic. Active listening skill (2 h) Learning Objectives: Recognize the importance of interpersonal and communication skills in modern dental practice, recognizing their impact on patient care and professional success. Demonstrate the skills to employ effective communication techniques, including empathetic listening and clear patient education, to enhance patient satisfaction and understanding. Displays readiness to respond to challenging conversations and deliver bad news. During this period the PS did self-study on the following: (6 h) 1. Revision of what they learned during Stage I. 2. Master the topic given for the peer-teaching session. 3. Plan and prepare teaching material and assessment MCQs for the peer-teaching session. For this period the PS were divided into groups and were given a group of peers to do the following: Conduct the teaching session using their chosen small group teaching strategy. (1 h) Assess the peers for understanding of the topic using the MCQs they drafted. Followed by a discussion of the answer keys and any questions asked by the peers. (1 h) Completion of a survey by peers that evaluated the teaching performance of the PS during the session. The PS shared their experience of the program, their perception & attitude towards the teaching profession. (1 h) Completion of post-program evaluation survey by PS The first stage involved an interactive workshop, during which the participating students (PS) were introduced to three core teaching competencies: teaching (small-group teaching techniques), assessment (writing single-response multiple-choice questions [MCQs]), and communication (active listening). Second stage, PS applied their learning by organizing and conducting peer-teaching sessions on “Antibiotics in Dental Practice,” with faculty mentors overseeing the sessions. The final stage consisted of two focused group discussions (FGDs) where PS shared their perceptions and attitudes toward pursuing academic careers. A validated pre-post questionnaire survey was used to evaluate the overall effectiveness of the program.3 Fifteen PS and three faculty mentors participated in this 15-h program delivered over two months. Evaluation of the program showed significant improvement in the PSs’ understanding and application of key educational principles, increased confidence in teaching, and an inclination to take on teaching roles and participation in inter-professional teaching activities (Figure 1). Twenty-nine peers attended the peer-teaching sessions. They evaluated the PS's teaching performance during the session (Table 2) and gave formative feedback. In their feedback, they commended the PS for their approachability and for creating a student-centered learning environment. However, some peers noted areas for improvement in teaching content, presentation style, and framing more challenging MCQs. Mean score ± SD 5-point Likert rating scale Teaching Skills Evaluation Questionnaire (nine items; α = 0.92) 1. Learning objectives were clearly stated at the beginning of the session. 2. The session was well structured. 3. The session was completed timely. 4. Appropriate audio-visual aids were used during the session. 5. Active learning occurred during the session. 6. The teachers demonstrated good knowledge of the topic discussed. 7. The session achieved the learning objectives at the end. 8. The teachers demonstrated effective student engagement and presentation style. 9. Overall teaching skills of the teacher were good. Assessment Skills Evaluation Questionnaire (six items; α = 0.77) 1. MCQs were aligned with the learning objectives of the topic. 2. MCQ focused on problems commonly encountered in routine clinical practice. 3. Clinical reasoning/ critical thinking was required to answer the MCQ. 4. The stem of the MCQ provided sufficient information to understand the clinical vignette given. 5. The lead-in question in the MCQ was clear. 6. All response options in the MCQ were plausible. During the FGDs, six intrinsic challenges associated with pursuing an academic career were identified (Table 3). Although PS found the program engaging, informative, and motivating, they voiced hesitations about pursuing an academic career due to the perceived challenges such as balancing clinical and teaching tasks; and not having proper training to teach. Lastly, they all unanimously agreed that having peer tutors would make the learning environment more student-centered and friendly. As a voluntary pilot program, it was a challenge to enroll students and prevent the risk of drop-out. To address this, our instructional design incorporated adult learning principles, with a focus on hands-on exercises and team-based tasks. PS suggested future peer-teaching topics of infection control and clerking clinical case histories. This pilot program has initiated an interest in teaching among the PS and fostered a community of learners open to academics as a career option. The next phase of the initiative will focus on providing ongoing mentorship, expanding peer-tutoring opportunities, and nurturing their interest in academics, thereby contributing to the future of dental education. The authors declare no conflict of interest.