Bolstering the Pedagogies of Orthodontic Education Using Smart Technologies

Introduction

Learning is a universal and continued goal of humanity. The process of learning has eluded many for centuries and yet we have never been able to understand this universal phenomenon. This process is in a constant state of evolution assisted not only by learning theories but by our biological systems of anatomy and psychology. The principles set forth by centuries of research have constantly been challenged by emerging technologies and instructional design. These challenges have created a platform for exploring this innate ability thereby helping numerous faculties of teaching and learning. One such faculty where learning takes place through a complex set of intertwining pedagogies is the clinical field of orthodontics, a specialty field in dentistry that deals with the diagnosis, interception, and management of craniofacial and dentoalveolar abnormalities or malocclusion states (American Association of Orthodontists, 2017). Orthodontic education is known to utilise a multitude of pedagogies to assist and support learning and knowledge transfer.

Learning in the context of orthodontic education has drawn from the fundamental theories of constructivism (Rao et al., 2020a) and behaviourism (Cooper & Higgins, 2015). However, an overarching and unavoidable effect is the influence of technology on learning and training in general and specific to orthodontic education (Gandedkar et al., 2021). This effect is not limited to computer-assisted learning and simulation-based learning but extends to the entire spectrum of teaching, learning, and evaluation. The knowledge transfer, uptake, and dissemination are gradually moving away from the traditional formats of delivery. The content creation, absorption, and utilisation too have been drastically transformed by technology and its numerous applications. When a concept in orthodontic education is discussed through the use of technology it is better suited to the current generation of e-learners (Patano et al., 2021). The use of multiple formats of interaction and engagement is accepted much more than the traditional formats of content delivery. The current generation who is always on the move needs instantaneous access and seeks out such means. This behaviour is what changes the perception of young minds to technology and their adaptation. The pace at which technology has progressed surpasses any changes in the pedagogical reasoning of health professionals’ education. However, with smart technologies and smart learning, this aspect of a lag in pace can be overcome by infusing the existing pedagogies with technology. The acceptance of technology as an aid to support the complex training requirements of health professionals requires enormous effort. This lack of enthusiasm is partly due to the inability of the educators to rely on technology-supported learning as this removes the authoritative control away (Rao et al., 2020b). The pedagogies employed in orthodontic education are wide-ranging and include cognitive apprenticeship (Chris et al., 2017), narrative (Loftus & Higgs, 2008), didactic lectures (Turkyilmaz 2019), monologism and dialogism (Biesta, & Miedema, 2007), competency-based learning (Chuenjitwongsa et al., 2018), problem-based learning (Nadershahi et al., 2013), simulation-based learning (Kaddoura et al., 2016), deliberate practice (Chambers, 2012), and computer-assisted learning (Rao et al., 2020b). These myriad approaches tend to be interconnected depending on the content, learning outcomes, and training levels of the learner. Although these approaches have worked very well it does come with their share of limitations. The orthodontic faculty in an attempt to overcome these deficiencies has in the recent decade relied on technology to assist the knowledge transfer (Preston, 2020; Alharbi, 2020). However, the integration of this is questionable due to the non-uniformity of the curriculum and training criteria of students globally. There appears to be a lack of consensus on what works and what does not as the empirical data available is limited to a handful of studies. Furthermore, simulation-based learning and its applications only serve certain needs of the learner as these systems are built for training specialists. The use of advances in technology has permeated extensively in the clinical sphere but the same has been poorly applied in the educational aspects.