To explore a Humanities teaching intervention in dental undergraduate education.
: An illuminative evaluation of a pilot study carried out At King’s College London Dental Institute.

Student thesis: Master's ThesisMaster of Social Science


Educating clinical students to deliver optimal care is particularly challenging at a time when the rate of both technological and societal change is so fast and the future role of the clinician is less predictable than with previous cohorts. Humanities epistemologies have been valued to a greater or lesser extent throughout the history of medicine and over the past thirty years there have been various attempts to re-introduce aspects of the various disciplines into medical curricula although no such efforts in dental education. To explore such an educational intervention in dentistry, twenty students from King’s took part in a pilot series of seminars. The subsequent illuminative evaluation, focused on the process of the innovation rather than the outcome, to highlight how the educational intervention was experienced by the various stakeholders and surfaced five main themes on analysis of the data: -
i. Ambiguity and uncertainty
ii. Permission and protection
iii. Storytelling
iv. The bigger picture and the importance of context
v. New ways of knowing and being
These themes are subsequently explored and discussed in relation to the existing literature base.
Date of Award30 Sept 2018
Original languageEnglish
Awarding Institution
  • GKT School of Medical Education, King's College London, Guy's Campus, London, UK.
SupervisorSharon Markless (Supervisor) & Gabriel Reedy (Supervisor)

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