Page 56 - COS-FOD2015

Compendium of Oral Science Volume 1|2015

Letter To Editor

Adopting law school pedagogy into teaching and learning

of dentistry- my Melbourne experience

Dear Editor, room, brought about by the ‘blended learning
approach’ in teaching. In the teaching of law,
In 2014, I was fortunate to be accepted into the
the blended learning approach, which inte-
fully-funded Specialist Certificate in Teaching
grates face-to-face teaching, independent stud-
and Melbourne Teaching Certificate programs
ying and online learning experience, prepares
at Melbourne Graduate School of Education,
students to be actively engaged in classroom
ranked world’s second-best institution in the
discussion and brain-storming in discussing
field of educational study (QS Top Universities,
examples of legal cases and other learning is-
2014). In the midst of completing my PhD study
sues (Hess, 2013). Rather than merely learning
at the University of Melbourne, I was deter-
the theory or concept outlined in the legal docu-
mined at taking advantage of the opportunities
ments, Act or constitution, such learning tech-
and gaining as much experience as possible
niques have been proven effective in preparing
that the University could offer in an endeavor to
graduates with employability skills fundamental
improve the quality of dental education and
to the professional practice of law, including
practice back home. Meeting other current and
oral and written communication skills, teamwork
future leaders in education, I was overwhelmed
and time management (Lane, 2016).
by the unique differences portrayed in relation
to our academic, career and cultural back-
grounds, as well as the enthusiasm expressed
From this observational experience, I came to a
by each of the participants. This further inspired
conclusion that the teaching of dentistry should
me to be adamant in adopting such diversity
also adopt an approach such as that of the
into establishing a symbiotic relation-
teaching of law, which emphasized on integrat-
ship that would lead to the advancement of
ing the fundamentals of scientific theory and
higher education.
professional practice. Such a learning approach
is essential, as graduates of Malaysian dental
school were reported to be incompetent in ap-
One of the tasks during these programs was to
plying theoretical knowledge into providing ho-
observe teaching and learning activities of a
listic patient care (Yusof, et al., 2010). An effec-
colleague from a different faculty, which in my
tive learning strategy that seeks to focus on
case was law. Coming in for this activity with
comprehensive patient management through
misconceptions about the teaching of law, I
evidence-based approach is therefore im-
then became stimulated with the amount of dis-
portant in order to prepare students for the fu-
cussion, debate and brainstorming in the class-
ture challenges of clinical practice. A learning

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