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1. Tacit knowledge and the role of the dental educator.

Author

Matharu, Karanveer Singh and Wareing, Mark Philip

Subjects
*TACIT knowledge, *ORGANIZATIONAL learning, *EDUCATORS, *CLASSROOM environment, *PRACTICE of dentistry
Abstract

Introduction: This article seeks to explore tacit knowledge in the context of the practice and the role of a dental educator in a workplace learning environment. Material and Methods: The key theoretical ideologies which underpin the definition of tacit knowledge have been outlined and practical examples to enable conceptualisation. The role tacit knowledge plays in procedural knowledge, performance of a skill and diagnosis and decision‐making has been explained in further detail. Approaches to maximise the educational output of learning opportunities by using tacit knowledge and how an awareness of tacit knowledge can complement reflection have been considered. Results: It is acknowledged that workplace learning is of mutual benefit to the dental educator, trainee and clinical team and that the development of the educator to make tacit knowledge explicit, can be achieved through peer observation, amongst other methods. Conclusion: Tacit knowledge is a key element underpinning learning in the workplace; the use of this knowledge can be applied in an advantageous manner, from both an educational and a personal developmental perspective. [ABSTRACT FROM AUTHOR]

Published
2024
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2. Rhetoric & reality : the theoretical basis of work-based learning and the lived experience of the foundation degree student

Author

Wareing, Mark Philip

Subjects
370.113
Abstract

This hermeneutic phenomenological study has sought to uncover the lived experience of work-based learners and their workplace mentors. Eight workplace mentors (all registered nurses) and eleven former Foundation degree students agreed to be interviewed. The research sought to identify whether a mismatch exists between theories of work-based learning as described by educationalists and theorists; compared with how it is actually experienced by a group of work-based learners and their workplace mentors. The former students had all been healthcare assistants (HCAs) working in acute clinical settings and employed within a large NHS hospital. All had completed a two year Foundation degree in Health and Social Care (FdSc) course in preparation to become assistant practitioners (AP). The start of their studies was characterised by managing conflict, establishing an identity as a learner in their own right and making sense of the assistant practitioner role, whilst their concluding lived experience was characterised by becoming an assistant practitioner, receiving recognition from peers in addition to feeling the need to prove the validity of their AP role. Being a novice or an apprentice was not the experience of former Foundation degree student participants. Four models of work-based learning were compared against the lived experiences of participants. While all four models capture the profoundly social nature of work-based learning, none of the models captured the challenge faced by Foundation degree student participants in making the transition from being a healthcare assistant and becoming a work-based learner, to becoming an assistant practitioner. This finding was particularly significant to the lived experience of all participants in this study as the assistant practitioner role was completely new to workplace mentors, their departments and the NHS hospital Trust in which the research was undertaken.

Published
2012
Full Text
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3. Rhetoric & Reality: The Theoretical Basis of Work-Based Learning and the Lived Experience of the Foundation Degree Student

Author

Wareing, Mark Philip and Wareing, Mark Philip

Abstract

This hermeneutic phenomenological study has sought to uncover the lived experience of work-based learners and their workplace mentors. Eight workplace mentors (all registered nurses) and eleven former Foundation degree students agreed to be interviewed. The research sought to identify whether a mismatch exists between theories of work-based learning as described by educationalists and theorists; compared with how it is actually experienced by a group of work-based learners and their workplace mentors. The former students had all been healthcare assistants (HCAs) working in acute clinical settings and employed within a large NHS hospital. All had completed a two year Foundation degree in Health and Social Care (FdSc) course in preparation to become assistant practitioners (AP). The start of their studies was characterised by managing conflict, establishing an identity as a learner in their own right and making sense of the assistant practitioner role, whilst their concluding lived experience was characterised by becoming an assistant practitioner, receiving recognition from peers in addition to feeling the need to prove the validity of their AP role. Being a novice or an apprentice was not the experience of former Foundation degree student participants. Four models of work-based learning were compared against the lived experiences of participants. While all four models capture the profoundly social nature of work-based learning, none of the models captured the challenge faced by Foundation degree student participants in making the transition from being a healthcare assistant and becoming a work-based learner, to becoming an assistant practitioner. This finding was particularly significant to the lived experience of all participants in this study as the assistant practitioner role was completely new to workplace mentors, their departments and the NHS hospital Trust in which the research was undertaken.

4. Rhetoric & Reality: The Theoretical Basis of Work-Based Learning and the Lived Experience of the Foundation Degree Student

Author

Wareing, Mark Philip and Wareing, Mark Philip

Abstract

This hermeneutic phenomenological study has sought to uncover the lived experience of work-based learners and their workplace mentors. Eight workplace mentors (all registered nurses) and eleven former Foundation degree students agreed to be interviewed. The research sought to identify whether a mismatch exists between theories of work-based learning as described by educationalists and theorists; compared with how it is actually experienced by a group of work-based learners and their workplace mentors. The former students had all been healthcare assistants (HCAs) working in acute clinical settings and employed within a large NHS hospital. All had completed a two year Foundation degree in Health and Social Care (FdSc) course in preparation to become assistant practitioners (AP). The start of their studies was characterised by managing conflict, establishing an identity as a learner in their own right and making sense of the assistant practitioner role, whilst their concluding lived experience was characterised by becoming an assistant practitioner, receiving recognition from peers in addition to feeling the need to prove the validity of their AP role. Being a novice or an apprentice was not the experience of former Foundation degree student participants. Four models of work-based learning were compared against the lived experiences of participants. While all four models capture the profoundly social nature of work-based learning, none of the models captured the challenge faced by Foundation degree student participants in making the transition from being a healthcare assistant and becoming a work-based learner, to becoming an assistant practitioner. This finding was particularly significant to the lived experience of all participants in this study as the assistant practitioner role was completely new to workplace mentors, their departments and the NHS hospital Trust in which the research was undertaken.

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