A brief overview of learning theories in medical education: Using dental trauma as an example

Thai Yeng, Anthony J O’Sullivan, Boaz Shuluf


The literature identifies that medical student receive little or no formal dental trauma assessment and management teaching during medical school. To bridge this important gap in medical education, medical educators should look to introduce basic dental trauma teaching into undergraduates’ final year of medical school. To set up a solid foundation for long-term learning, educators should consider which theories are most suited to transfer knowledge effectively to students in particular contexts. Similarly, medical educators should consider which theory or hybrid of learning theories best fits their teaching goals. In the absence of a dental educator at the medical school, offering an online learning approach is an ideal solution for filling medical students’ knowledge gap in assessing and managing dental trauma injuries.
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