Reflective Substantive Paper

16 July 2009

Course Title: MDH 601 Clinical Teaching and Evaluation
Assignment: Reflective Substantive Paper
Student: Miriam J. DeLaRoi, RDHAP, BS

Though I am confident in my experience as a practicing dental hygienist, I have been intimidated by the idea of teaching in any setting, be it a classroom or a clinic. Keeping this in mind, it was extremely motivating and encouraging to have the opportunity to role-play and step into the position of “clinical instructor.” I also enjoyed the dynamic of splitting into groups, exploring the process of skill evaluation, calibrating and then discussing this experience with our entire class.
Breaking down into groups and trying to calibrate our evaluation skills, showed to be challenging when evaluating somebody else’s skills. Perceptively, we seemed to notice and focus on many of the same skills, while other aspects of the skills criteria were overlooked or given a different value. In this case, value can mean how many times we noticed a negative behavior before or after the behavior occurred 50% of the time. Perspectively, it was interesting to share what we had observed from whatever position we stood around the mock student. Depending on where we positioned ourselves, there were different things we had difficulty seeing, like which tooth the dominant ring finger was fulcrummed on or what finger the person was fulcrumming with.
Allotting the time to stop and discuss the good, the bad and sometimes the ugly, showed to be motivating, encouraging and tremendously insightful. Listening to my group members and the clinical instructor who acted as the student, I was able to see where I could improve. Through my experience as a practicing dental hygienist and evaluator of second year dental assisting students, I definitely have a base on which to build. Even my memories as a student seem to add to this basis for learning because I still remember what it was like to be scrutinized by my clinical instructors. As a student, especially when working with living patients and instructors, every little aspect is intense and full of awe.
Some great examples of tactful criticism were offered by my group members. In the past, I have curtaining been tactful while giving aid or criticism, but I never thought of using a more subliminal approach. For example, if the student were to position the light away from the area they were focusing on, I may reposition it for them and mention that they may be able to see better with the light positioned differently, but, I like the proposed idea of putting the direction into a question. Given the same scenario, if you ask, “are you able to see ok,” it comes across as if the student thought about it on their own, and they are then able adjust their lighting with hopefully less anxiety, which otherwise could lead to other mistakes. It was also proposed that asking a direct “why” question may not go over too well and the use of “how is it” may be received with more thoughtfulness on the part of the student.
In our class discussion, more and more examples emerged and it expounded upon the whole learning experience. In fact, it was a mention of learning styles which broadened my interest. Where we had been focusing on some of the specifics of instrumentation and appropriate criticism, we had not discussed how to give clinical instruction, based on learning preference.
Looking back on this experience, I feel positively enhance. Where I felt unsure of myself and weary of the skills evaluation paperwork, I am much more confident and excited about using this experience when working with dental assisting and hygiene students.

MDH, Mid-Life, Motorcycles, Millennial Students, and Memories of Memphis

As I nervously introduced myself on Monday, I wondered what my instructors and classmates thought of me. I am at mid-life, assuming I live to 100, and at University of Tennessee Health Science Center to pursue an item on my “Bucket List”. I have the motorcycle so I thought masters degree should come next. I know mo comes after ma but the motorcycle was less expensive. I have a renewed understanding what my new students feel and the thoughts they have. Will I make it through this program or even this course? Will I get along with a small group of classmates- will I fit in? What am I doing here? Can I get a tuition refund? As my anxiety subsided, I realized that we are all in this together, we will be “Survivors”, and we will not be voted off the island this week.
In my 30 years as a dental hygienist, I have been committed to life-long learning. However, this week made me realize that for the past 25 years I chose only the things of great interest to me and I have selected the pace at which I learned those things. I find myself in a new place. Dr. King’s “Strategies for Success” will be valuable as I set goals, try to stay on track, be accountable to the Gracey Group, and meet course deadlines. Homework at age 50 is a strange feeling. I told my ten year old that I was struggling with my assignment for Wednesday and he suggested I try Wikipedia. I didn’t find the answers there but I know I will be a frequent visitor to the UTHSC Library website. I enjoyed the library orientation and look forward to using Medline and STAT!Ref. Anatomy.TV looks like an exciting teaching tool.
Since I am a Baby Boomer, I found Dr. Ballard’s discussion of the Millennial Generation very intriguing. Understanding some of their group characteristics such as need for clear and consistent rules that are enforced, enjoyment of group work, trial and error learning style, desire for new technology, and short attention span will assist me as I strive to improve my courses and enhance student learning.
I am aware that I tend to teach in the style I prefer to learn. I prefer to read assignments and I expect lectures to emphasize the important text points and supplement reading assignments. Many of my students expect the power point handout to tell them all they need to know and fail to read text assignments. I am looking for the infusion of new and innovative ideas to improve my teaching and reach my students. Perhaps I will find answers in Kolb’s Learning Styles, improved test construction, understanding the Millennial Generation, or conducting research to help us all find a better way. From my experiences this week, I know I have found a group for dedicated teachers and mentors. I have much to learn from all of you and will have fond memories of MDH Week 2009 in Memphis.

We Are Survivors!!

We decided to use Dr. King’s awesome and innovative survivor analogy from her presentation this year to reflect on our past year’s educational journey culminating in our research presentations this week.

Over the past year, we have transformed from individuals to team players. Each of us has learned how to identify our niche to strengthen our collaborative efforts in preparation for our group research projects.

We are thankful that technology enabled us to communicate with Dr. King from China, and appreciate that she shared her wealth of knowledge on transformative learning this week.

These comments are a collaborative effort of:

Ruth Glisson
Wendi Hulsey
Marilee McGaughey
Kim Nguyen
Kemaly Parr
Tammy Shelton
Jordan Williams
Candace Zarbock

Well, I can’t believe we have nearly completed another MDH Week. Before I can share my reflection of this week, I have to share a story. A friend had sent me an e-mail about a woman who passed through a park every day on her way to work. One day she noticed a little girl sitting on a bench. The little girl was barefoot and wore a dingy, white dress. Her long hair was disheveled and she had a large, grotesque hump on her back. Her eyes were full of sorrow and cast downward. As the woman crossed the park, she watched as people rushed passed the little girl completely ignoring her. The woman was angry that no one was stopping to help this little girl who was obviously lost. The woman’s heart filled with sadness and pity for the girl. Despite being late to work herself, she approached the little girl. She leaned over and asked if there was anything she could do for her. Immediately, the little girl leapt to her feet and exclaimed, “I knew it! I knew it! I knew that someday you would finally see me!” Startled, the woman stumbled backward, nearly falling. “I don’t understand,” she said. Beaming, the little girl explained that she had been patiently sitting on that park bench for months; just waiting. As the woman was still trying to grasp the situation, the little girl’s hump transformed into a pair of brilliant white wings and her hair took on a blinding glow. The woman shielded her eyes. When she looked again, the little girl was gone. The woman stood there and wept.

I wish I still had the original e-mail, because I know I didn’t quite tell it right. The point is that sometimes (often) things are not how we perceive them. I did not want to come to Memphis this week. Mainly, I did not want to present to all of you. My “perception” of what this week was going to be like was not good. I saw our project’s subject matter (no offense, Marilee & Kim) as a “large, grotesque hump”. However, after presenting, I realized that I was the only one unable to see the “angel”. What does this have to do with MDH Week? I have no idea! We were told to post what we have learned this week on Dr. King’s blog. While I’ve received excellent classroom information from Dr. King, my classmates, Dr. Williams, Prof. April Williams and others, what I’ve learned the most has come from discussions with my classmates outside the classroom. You all have shown me stellar character, generosity, loyalty, dedication, compassion, resilience; the list goes on and on. Whether you know it or not, you have reminded me to stop looking at the “large, grotesque humps” in life and allow my heart to see the “angels” that have been patiently waiting. I thank you for that! Best wishes to everyone...

MDH week

As I started MDH week here a UT, I was expecting to meet colleagues and become a student with many responsibilities. I was excited to be a student again, but also nervous about meeting professionals with much more experience in clinical practice as well as in education. As the week progressed I realized that, actually that's a great quality among our class.

Beginning with Dr. King's lecture. I realized how much I would learn. I was very excited to hear different ideas and perspectives when it comes to Dental Hygiene practice and education. There were several concepts in that lecture that really made me think about education and all the different paths it can lead you. Not only that, but how education can be delivered in different styles and settings. As clinical instructors, we are focused on the task in front of us and sometimes forget about the big picture. This was one of those eye opening moments that made this week so important and valuable to me.

As the week progressed, I realized how fortunate I was to be in this group of professionals. During Dr. Ballard's clinical exercise, I was very glad to exchange ideas in a clinical setting. It was great to see how different instructors verbalize clinical directions to students. To me, that was an invaluable experience.

As this week comes to an end, all the concerns and worries I had about this program have been replaced by excitement. I am so grateful to see that our class is very diverse when it comes to experience and I can't wait to share with my classmates, as well as to learn from them. I know that this program is the right choice for me and can't wait to get started.

MDH WEEK 2009

My reflections of this week run the gamut from sheer exhilaration to utter horror. I am excited at the prospect of learning the “hows and whys” of becoming a dental hygiene educator. However, I shutter to think that I can even come close to “filling the shoes” of any seasoned hygiene educator adequately. On one hand, I have been reassured by the stories from other students that my brief experiences as a dental hygiene educator are not uncommon. On the other, I have come to realize that there are countless components to a dental hygiene educator and that I have only experienced two. Panic has set in – am I up for this?
Dr. Ballard’s lecture on learning strategies really opened my eyes to the ‘generation’ of students I will be teaching. For the past three semesters I have grumbled about the very characteristics that are the precise definition of the ‘Millennials.’ In short, I realized I need to quit complaining and learn how to educate this generation.
The clinical activity on Thursday was a great experience. Trading stories, tips and techniques with the other students and the graduate instructor was invaluable. I couldn’t take notes fast enough. I wish I had had a tape recorder! Ms. Morgan was awesome with her comments on my ‘student correction technique’. She was very nice and pointed out that my straight forward “that’s wrong” approach is not the best way to approach a student in a clinical setting. She proceeded to suggest a more fitting way of correcting a student. It was a great ‘A-HA’ moment for me as a student trying to become an educator.In closing all I can say is I am honored to be a part of this graduate program. I am surrounded by remarkable fellow students and outstanding graduate faculty. I am humbled to be considered a part of this experience.

Oh, the places you'll go!

As I reflected upon Dr. King's conference and MDH week, I am reminded of the Dr. Seuss book "Oh the places you'll go." This popular but enlightening children's novel addresses the ups and downs of life itself while encouraging the reader to find success no matter where life's journey takes them. Throughout this learning journey, I have discovered that I am continually a student while striving to be an amazing educator. I have learned that you need a support system to exchange ideas in order to be a successful instructor. Through this MDH journey, I have made new discoveries of teaching and have faced great challenges in the courses; but through these challenges I have become a stronger and more innovative teacher. So, I wanted to encourage the returning MDH students to find the inner strength to make it to the end of the Masters Program with flying colors. We have all learned this week that there are great places to go and great things to do in the field of Dental Hygiene! I would also like to encourage the incoming MDH students to strive for excellence, work together as team players, and most of all learn from each other so you can in turn share it with your students! So as the Dr. Seuss book says, "Today is your day. You're off to Great Places! Your mountain is waiting. You're off and away!"