Toward a better understanding of dentists’ professional learning using complexity theory
Bibliographic Data
| ID | 8858866 |
|---|---|
| Authors | Adeline Yuen Sze Goh (0000-0002-4263-5712, Universiti Brunei Darussalam, corresponding author), Alistair Daniel Lim (Leslie Ong Dental Surgery, Bandar Seri Begawan, Brunei) |
| Year | 2022 |
| Volume | 56 |
| Issue | 5 |
| Pages | 479-487 |
| Publication date | 2022-10-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2022.2138334 |
| OpenAlex | W4307927291 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists’ professional practice at work, this paper argues for a shift in discussion from an emphasis on which CPD models work best to what counts as professional learning for dentists. To flesh out these arguments, the paper proposes using an innovative conceptual approach through the lens of ‘complexity thinking’ and the concept of ‘co-present group’. Through this lens, the reframing of thinking brings out two key features of learning: Emergent learning cannot be specified in advance and much significant learning is typically beyond an individual’s learning. Given the learning potentials of group practice and group learning, the paper concludes with suggestions to support dentists’ lifelong learning at work
Cognitive reframing · Engineering ethics · Experiential learning · Lifelong learning · Medical education · Pedagogy · Privilege (computing · Professional development · Professional learning community · Sociology · Vignette · Clinical Reasoning and Diagnostic Skills · Computer Science · Dental Education, Practice, Research · Engineering · Innovations in Medical Education · Medicine · Psychology · Social Psychology
Workplace Learning in Context
Understanding Learning Culturally
Reframing Professional Development Through Understanding Authentic Professional Learning
The practice turn in contemporary theory
Learning cultures
An individual learning journey
Contrasting concepts of learning and contrasting research methodologies
Moving beyond the metaphor of transfer of learning
Careership
Sociomaterial approaches to conceptualising professional learning and practice
Learning journey
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |