This first video is an example of how to model a conversation with a student using some of the terminology from the Paul-Elder model. The scenario is that the student is having difficulty with planning treatment. As the participant watches the scenario, they should think about how they would have a similar conversation. What keywords from the framework are used? How did the questioning probe the student’s thinking process? What are the advantages and disadvantages of using the framework in the clinical setting? How can they incorporate the use of the framework into their clinical teaching?
Similar open-ended questions utilizing the Paul-Elder model in the clinic or in discussion boards help students focus on clinical issues. For instance, educators can ask students what questions they had about their patients before seeing them. They can ask what information will help answer their questions, if the information is relevant in making treatment decisions, and what assumptions are they making about the patient.
While an educator helps a student plan care, they can ask the student what implications a certain treatment has versus another type. What type of information will the student need to be able to propose an appropriate treatment procedure? What points of view did the student consider and what points of view did they not consider? After treatment, an educator can ask if those assumptions were erroneous or true. How did their assumptions impact patient and dental professional interactions? These types of questions will stretch the student to start thinking about their appointments in depth and holistically as opposed to seeing their patient as “just another scaling and root planning case (SRP), another geriatric case, or another pediatric case.”
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