The concept of Daybooks was a novel teaching initiative first introduced in 2011 at the University of Plymouth (UoP). The core of Daybook is based on evidence-based pedagogic principles and delivered to Year 4 and 5 Bachelor of Dental Surgery (BDS) and Year 3 BSc Dental Therapy & Hygiene (DTH) students.1 The Daybook philosophy spirals from Enquiry Based Learning (EBL) from earlier years (BDS 1-3; DTH 1-2) and is the next scaffold in the educational journey of a student.2,3 Both EBL and Daybook concepts are based on the teaching philosophy of Problem Based Learning (PBL) which has been thoroughly investigated in literature.4,5,6,7 Although there are similarities between EBL and Daybook, the latter is much more intense with in-depth discussions often lasting hours. A Year 4 BDS student once casually remarked after a brainstorming day: ‘A Daybook session feels like EBL on steroids'.

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Some of the facilitators involved with Daybook Year 4: (from left) Drs Anna Wills, James Pamplin, Mark Maidwell-Smith, Charles Taylor and Caroline Bradburn

The benefits of Daybook on student learning have been well documented.1 At the helm of each session, a general dental practitioner (considered an expert) fulfils a facilitating role by overseeing activities, creating a safe and productive learning experience for all, and confirming the accuracy of content.1,2 A Daybook facilitator also has the opportunity to share their personal clinical experiences which in turn promotes clinical reasoning.4 In brief, students take responsibility of their own learning through asking relevant questions and answering them by exploring reliable resources, including learning from the facilitator. It is also important to remember that the modern educational philosophy is based around a student-centred approach. When the teaching environment is inclusive and conductive to learning, students will ask questions, they will independently delve into literature and resources to find solutions, and they will strive to master complex topics on their own.8,9 As a result, students become the ‘expert' in a sense.

As registered clinicians we all need to comply with the requirements of the General Dental Council (GDC). We need to maintain our clinical skills and stay knowledgeable in all fields of dentistry as part of lifelong learning. We can achieve this by following a Personal Development Plan (PDP) which can include attending CPD events (webinars and congresses for example), participate in journal clubs or refining practical skills through workshops.10,11,12 These requirements are also applicable to Daybook facilitators being general dental practitioners themselves. All oral health care practitioners in the UK are under extreme pressure to provide clinical care to thousands of patients whilst engaging with lifelong learning.13 Perhaps Daybook can provide an ideal opportunity for the facilitator to engage in lifelong learning by feeding off the knowledge discovered by students.

Students take responsibility of their own learning through asking relevant questions...

Previous work has determined that the educational experience is optimal when the ‘expert' works together with novices to achieve the relevant learning outcomes. By learning in this way, students are socialised into their future profession and the facilitator has the benefit of enjoying the educational ride.14 The facilitator confirms the accuracy of newly found knowledge by exploring appropriate resources with the students. For example, whilst in session, students and facilitators can rally together using modern technology to delve into literature. Suitable papers, textbooks and accredited documentation can be accessed through the technology available in the room. All allocated venues are equipped with a central desktop computer and access to the web. Databases such as PubMed, Google Scholar and many others can be accessed under direct supervision of the facilitator. In this way, the validity and impact of the sources can be judged in real-time.

It seems to be a rewarding, enjoyable and interactive way to learn for everyone.

It is, however, important to state that the facilitator is not always the Alpha and Omega of knowledge. As facilitators, we are often confronted with questions that are difficult to answer, and students will approach a facilitator as the ‘last line of defence'. This could create a sense of anxiety or incompetence in the mind of the facilitator. In such cases, students will appreciate honesty where the facilitator is not sure.4,15 By recognising limitations and making sessions a combined learning experience, solutions are often found together resulting in a sense of achievement.

Being a Daybook and EBL facilitator himself, the Programme Lead for Year 4 BDS reflected on his educational journey over the past four years. His testimony below solidifies the facts and hypothesis stated above: ‘The concept of Daybooks was a completely foreign concept to me when I first started at University of Plymouth roughly four years ago. I have never seen or experienced anything like it, and I have been educating students since 2010! It just goes to show that one is never too old to learn. As an experienced educator, it is a tremendous opportunity to learn with the students as we delve into literature to find solutions. It is well worth for any clinician to consider getting involved!'.

The testimony by the Programme Lead is not unique. Some of the Daybook facilitators have been involved with the school since its beginning over 15 years ago and they share the sentiment. These facilitators have no doubt obtained a wealth of experience through the years and have seen many students qualify. Some of their testimonies are summarised below:

‘Dentistry is often a lonely profession when in general practice so having the opportunity to listen to the discussions during the sessions including information and guidelines from regulatory bodies has been invaluable.'

‘I have been a Daybook facilitator for 15 years. I spent many years working in the management and delivery of Dental Foundation Training. I have learned a vast amount from students often highlighting facts from literature that I was not aware of!'

‘The concept of Daybook is good, and it exposes students to a variety of cases. An added bonus of a Daybook session is the amount I learn!'

‘The practical nature of Daybook truly reflects what is to come in real life practice. As a bonus we ageing facilitators are never too old to learn - the online posting by each student gives up to date papers with the necessary evidence base.'

‘I started working as an EBL Facilitator for Year 1 when the school opened in Plymouth in 2007. There is a collegiate atmosphere within the Daybook team. We learn so much from each other. I love my job.'

In conclusion, the Daybook impact stretches beyond student learning. The reflections and testimonies above are clear evidence that the concept adds value and meaning to the educational practice of experienced educators. It seems to be a rewarding, enjoyable and interactive way to learn for everyone. As a team, we explore the current trends in dentistry and tap into the most updated information available with the students as they work through each Daybook case. It is a very rewarding experience and highly recommended for any clinician considering being involved with academia and wanting to become a Daybook facilitator.