Preparing Clinicians Across an Integrated Curriculum Design: A Three-Year Collaborative Ethnography Tracing of Clinical Learning

Abstract

This paper addresses the growing need for further research studies focusing on how dental students develop required clinical reasoning required when entering the workforce. Two limited studies that contributed to the lack of understanding on teaching students how to develop clinical reasoning: the exploration the clinical tutorials within the dental programand longitudinal studies that trace the developmental progression of across the dental program. This paper, presents the analysis of two telling cases to present what dental knowledge were being constructed within the clinical tutorials and how a trace student develop his clinical reasoning overtime. Insights from this paper aim to guide curriculum designers to develop rigorous curriculum to facilitate the development of clinical reasoning in an inquiry-based dental program.