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<p>Oral pathology is a critical component of dental education, yet the complexity and breadth of the subject often leads to fragmented learning. This can hinder a student's ability to effectively diagnose and manage common oral lesions. This study aimed to apply the ‘scholarship of teaching and learning' (SoTL) to enhance the oral pathology curriculum, focusing on the differential diagnosis process to improve student competence and patient care. We introduced oral pathology rosters: small-group, case-based sessions where Year 3 dental students analysed clinical cases and practised diagnostic skills. The SoTL 4M framework (micro, meso, macro, mega) guided the evaluation of teaching practices, focusing on classroom dynamics (micro), curriculum structure (meso), institutional factors (macro) and the national and international context (mega). Student feedback and measurable outcomes were assessed. Rosters significantly improved student engagement, diagnostic competence and confidence. Students appreciated the interactive format and immediate feedback, which deepened their understanding and application of diagnostic principles. Survey responses indicated significantly increased retention and ability to apply knowledge in clinical settings. Applying SoTL to the oral pathology curriculum successfully bridged the gap between theory and practice, enhancing students' preparedness for real-world clinical scenarios. This approach not only improved learning outcomes but also supported better patient care through earlier diagnosis of oral lesions.</p>

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A scholarship of teaching and learning approach for the oral pathology dental curriculum

  • 期刊论文

  • 发表日期：

    2025年8月22日

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  • Melanie Hamilton,
  • Luke Wandzura,
  • Walter L. Siqueira,
  • Felipe F. Sperandio

摘要

Oral pathology is a critical component of dental education, yet the complexity and breadth of the subject often leads to fragmented learning. This can hinder a student's ability to effectively diagnose and manage common oral lesions. This study aimed to apply the ‘scholarship of teaching and learning' (SoTL) to enhance the oral pathology curriculum, focusing on the differential diagnosis process to improve student competence and patient care. We introduced oral pathology rosters: small-group, case-based sessions where Year 3 dental students analysed clinical cases and practised diagnostic skills. The SoTL 4M framework (micro, meso, macro, mega) guided the evaluation of teaching practices, focusing on classroom dynamics (micro), curriculum structure (meso), institutional factors (macro) and the national and international context (mega). Student feedback and measurable outcomes were assessed. Rosters significantly improved student engagement, diagnostic competence and confidence. Students appreciated the interactive format and immediate feedback, which deepened their understanding and application of diagnostic principles. Survey responses indicated significantly increased retention and ability to apply knowledge in clinical settings. Applying SoTL to the oral pathology curriculum successfully bridged the gap between theory and practice, enhancing students' preparedness for real-world clinical scenarios. This approach not only improved learning outcomes but also supported better patient care through earlier diagnosis of oral lesions.