Case study: Innovative teaching practices by an oral hygiene academic

The training of Oral Hygiene students is conducted by qualified oral hygiene academics. In 2009 only two out of twenty academics from five training institutions in South Africa had a qualification in the field of Education. The educational expertise of an oral hygiene academic could impact on their own understanding of the educational foundations of teaching, learning and assessment. This influences the quality of educational practice by academics. Objectives: This case study explores the innovative practice of pedagogy, assessment and curriculum development methods used by an Oral Hygiene academic. Methods: A qualitative descriptive study design was adopted. One of only two oral hygiene academics in South Africa who have additional Education qualification was randomly selected as a case study. The Oral Hygiene academic agreed to participate in the study. Data was collected in 2009 using semi-structured interviews and observations. Ethical approval was granted by the Wits Education Committee. Results: The study revealed that this academic is a reflective educational practitioner, using a range of teaching and assessment methods. There are continuous connections in the teaching and assessment practice and there is a deepened understanding of these practices. The students' needs are taken into consideration during the teaching, assessing and developing of the curricula. Conclusion: It is evident that this academics' background of pedagogy and assessment has enhanced the educational value and the depth of the methods used. This study therefore illustrates that the educational development of Oral Hygiene lecturers improve their pedagogical and assessment practices. However, further research is required to compare academics with or without qualifications in the field of Education.