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A scholarship of teaching and learning approach for the oral pathology dental curriculum

British Dental Journal volume 239, pages 274–278 (2025)Cite this article

Abstract

Oral pathology is a critical component of dental education, yet the complexity and breadth of the subject often leads to fragmented learning. This can hinder a student's ability to effectively diagnose and manage common oral lesions. This study aimed to apply the ‘scholarship of teaching and learning' (SoTL) to enhance the oral pathology curriculum, focusing on the differential diagnosis process to improve student competence and patient care. We introduced oral pathology rosters: small-group, case-based sessions where Year 3 dental students analysed clinical cases and practised diagnostic skills. The SoTL 4M framework (micro, meso, macro, mega) guided the evaluation of teaching practices, focusing on classroom dynamics (micro), curriculum structure (meso), institutional factors (macro) and the national and international context (mega). Student feedback and measurable outcomes were assessed. Rosters significantly improved student engagement, diagnostic competence and confidence. Students appreciated the interactive format and immediate feedback, which deepened their understanding and application of diagnostic principles. Survey responses indicated significantly increased retention and ability to apply knowledge in clinical settings. Applying SoTL to the oral pathology curriculum successfully bridged the gap between theory and practice, enhancing students' preparedness for real-world clinical scenarios. This approach not only improved learning outcomes but also supported better patient care through earlier diagnosis of oral lesions.

Key points

  • The study demonstrates how small-group learning sessions significantly enhance a student's ability to diagnose oral lesions, leading to more accurate and timely identification of dental conditions.

  • By incorporating interactive, case-based learning, the findings highlight a method that boosts student interest and involvement, making dental education more enjoyable and effective.

  • The approach bridges the gap between theoretical knowledge and clinical practice, equipping students with practical skills essential for real-world scenarios in private dental practice.

  • The application of scholarship of teaching and learning principles provides a replicable framework for enhancing dental curricula, fostering continuous improvement and modernisation in dental education.

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Acknowledgments

The authors would like to thank Dr. Maria Copete for her valuable contributions to the field and education of Oral Pathology

Funding

Grant holders: FS is supported by Royal University Hospital Foundation grant 106858 and Saskatchewan Health Research Foundation grant 6539.

Author information

Authors and Affiliations

  1. Director, Jane and Ron Graham Centre for the Scholarship of Teaching and Learning (SoTL), College of Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Melanie Hamilton

  2. DMD Student, College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Luke Wandzura

  3. Dean and Professor, College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Walter L. Siqueira

  4. Assistant Professor, College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Felipe F. Sperandio

Authors
  1. Melanie Hamilton
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  2. Luke Wandzura
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  3. Walter L. Siqueira
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  4. Felipe F. Sperandio
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Contributions

LW wrote the initial draft of the manuscript. MH, WS, and FS contributed to the design of the research. MH and FS implemented the research, conducted the analysis of the results and the writing of the manuscript. FS was responsible for the final editing of the manuscript.

Corresponding author

Correspondence to Felipe F. Sperandio.

Ethics declarations

The authors declare that they have no competing interests. Ethical approval was not required as per the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans - TCPS 2 (2022): ‘Research ethical board review is not required for research that relies exclusively on secondary use of anonymous information, or anonymous human biological materials, so long as the process of data linkage or recording or dissemination of results does not generate identifiable information'. Participants provided their consent to take part in the validated survey administered in this study.

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Hamilton, M., Wandzura, L., Siqueira, W. et al. A scholarship of teaching and learning approach for the oral pathology dental curriculum. Br Dent J 239, 274–278 (2025). https://doi.org/10.1038/s41415-025-8718-z

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  • DOI: https://doi.org/10.1038/s41415-025-8718-z

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