An exploration of the impact of working in pairs on the dental clinical learning environment: Students' views.

Introduction: The aims of this study were to explore the undergraduate dental clinical students' experiences and perspectives of paired working in the clinical learning environment.

Materials And Methods: An interpretivist methodological approach with a socio-cultural lens was used. A stratified purposeful sampling strategy was chosen.

Experiences of mentoring ST4-ST5s amongst a group of orthodontic trainers at Bristol Dental School and Hospital.

Objective: To explore the experiences of mentoring higher-grade trainees amongst senior orthodontic trainers at Bristol Dental School.

Design: Qualitative study using interpretive methodology.

Setting: University of Bristol Dental School.

Instruments to measure the ability to self-reflect: A systematic review of evidence from workplace and educational settings including health care.

Introduction: Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care.

Materials And Methods: A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches.

Between fairness and fear-Dental undergraduates' attitudes towards objective structured clinical examinations.

Introduction: Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs.

Aim: To explore and describe the views of dental undergraduates towards OSCEs.