Year : 2020 | Volume
: 24 | Issue : 2 | Page : 97-
Periodontology: Yearning for zero-gravity thinkers
Harpreet Singh Grover
Secretary,Indian Society of Periodontology,Chief Consultant,Dr. Grover's Dental Clinic, J-9/48 (Second Floor), Rajouri Garden, New Delhi - 110 027, India
Harpreet Singh Grover
Secretary,Indian Society of Periodontology,Chief Consultant,Dr. Grover's Dental Clinic, J-9/48 (Second Floor), Rajouri Garden, New Delhi - 110 027
|How to cite this article:|
Grover HS. Periodontology: Yearning for zero-gravity thinkers.J Indian Soc Periodontol 2020;24:97-97
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Grover HS. Periodontology: Yearning for zero-gravity thinkers. J Indian Soc Periodontol [serial online] 2020 [cited 2020 Mar 29 ];24:97-97
Available from: http://www.jisponline.com/text.asp?2020/24/2/97/279611
As key educators around the globe seek to build top-of-the-line academic curriculum for professional studies in various streams, undoubtedly and unequivocally, the solutions are innovation and innovators who are not weighed down by the way things have always been done – “the zero-gravity thinkers.” These are the people who are quick to imagine new possibilities and new solutions and come with a fresh sight and some fresh thought.
We are straitjacketed by the constraints of a rigidly structured curriculum and archaic teaching technologies which are somewhat akin to a vehicle's rear-view mirror – always drawing attention to the road traveled rather than the countless possibilities on the path ahead. We must learn to take cue from the top engineering colleges of the world which are fast adapting to a flexible model of outcome-based education or outcome-based learning which is essentially a student-centric instruction prototype that focuses on measuring student's performance through outcomes. Its focus remains on the evaluation of outcomes of the program by stating the knowledge, skill, behavior, and attitude a graduate/postgraduate is expected to attain upon completion of the program and after 4–5 years of graduation/postgraduation.
For that to happen in the Indian milieu, one suggestion is to allow and encourage the students to carry out well-rounded, multidisciplinary treatment protocols by the same operator in his/her parent department under competent supervision. A student putting an implant and then loading it also, all in the familiar environs of his/her personal departmental work space, has better chances of learning the nuances with better outcomes rather than when the task is split between two individuals belonging to two different departments A little extra expenditure on infrastructure can produce a postgraduate who is competent enough to manage a perio-endo lesion on his/her own rather than running to an endodontist colleague to manage that part of the malady. Within the tough regulatory norms, it is possible to have a little elasticity – a maneuvering space, provided a zero-gravity guide/mentor is available to back the plan up.
Education as with other enterprises has developed and evolved explosively in recent times. Hitherto widely accepted and traditional pedagogical models, based on a “Guru” explaining and a “shishya” taking notes may still be occasionally useful, but education today circles around encouraging the students to awaken their curiosity, eagerness, and desire to learn. As we transform our future postgraduates, this could be our best contribution towards a smarter and sustainable dental health ecosystem.