The Right Hand of the David An Analogy in Operative Dentistry

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Slide 1 : The right hand of the David: an analogy in Operative Dentistry By Dr. Karen Gardner, DMD, M Ed University of British Columbia June 2008
Slide 2 : Published in: Journal of the American College of Dentists Hands Issue Fall 2007 74(3)
Slide 3 : -art and science are equally important in the field of Operative Dentistry
Slide 4 : -an example of the artistry involved in carving dental restorations
Slide 5 : -dental students have a strong science background but may be challenged by the artistry
Slide 6 : At the University of British Columbia we have developed an introductory Operative Dentistry courses which uses Michelangelo’s David as an analogy to learn the art of Operative Dentistry
Slide 7 : Analogy -draws attention to the similarities of 2 concepts allowing subsequent comparisons between them Fowler, 1996
Slide 8 : Process Set-up the analogy a) Establish a familiar domain (known as the base) b) Present the unfamiliar domain known as the target
Slide 9 : In this analogy: Base – the David Target - dental restorations
Slide 10 : Process 2. Instill confidence in the analogy 3. Understand the analogy 4. Apply to other analogies Sandifer, 2003
Slide 11 : An example: comparison of an electrical current to a stream of water
Slide 12 : Starting on the 1st day of the course the David is presented and analogies are made: - insurmountable odds - ability to think and have confidence
Slide 13 : Analogies continue including knowledge of the material being used Italian marble for the David Dental amalgam
Slide 14 : Final analogy: The David’s right hand -which is perfectly formed but out-of-proportion
Slide 15 : This is compared to a complex restoration which must be in-proportion with the rest of the oral environment
Slide 16 : there is anatomy, proportion, and harmony in the body (base) Analogy there is anatomy, proportion and harmony in the dental arch (target)
Slide 17 :
Slide 18 : This leads to a discussion about illusions and scotoma (use of the brain blind spot to create illusion)
Slide 19 : Porcelain veneers use scotoma and illusion to create the appearance of balance and symmetry
Slide 20 : To determine the effectiveness of this teaching method a research essay assignment was presented whereby one option was to compare and contrast an issue in Operative Dentistry with an artist or period of time.
Slide 21 : 4 students presented art analogies -1 considered the sketchings of Albert Durer – making comparisons between anatomical drawings and the relevance of anatomy in surgery
Slide 22 : Durer’s sketching
Slide 23 : -another compared Islamic architectural design for strength and esthetics with operative dentistry’s desire for the same
Slide 24 : Islamic architecture symmetry, balance, beauty
Slide 25 : -when students attempt to make analogies, if they do not understand the subject their analogy will fall apart Hutchinson and Padgett (2007)
Slide 26 : -analogies are effective for helping students achieve conceptual changes for themselves Bryce and MacMillan, (2005)
Slide 27 : -some students will be visual learners, some will be analytical with most employing both modes but having a preference Sommier and Sommier (1995)
Slide 28 : -the David’s right hand is presented for the visual learning -analytical learning presents carving as a logical extension of the existing tooth anatomy
Slide 29 : Cognitive Load Theory: “new ways of thinking are always built on the prior thinking of the individual” Weiman (2007, p.12)
Slide 30 : Students learn through analogies and if educational research shows the David’s right hand to be an effective analogy then we have accomplished something.
Slide 31 : References Bryce, T, & Mac Millan, K. (2005) Encouraging conceptual change. The use of bridging analogies in the teaching of action-reaction forces and the “at rest’ condition in physics. International Journal of Science Education. 27(6) 737-763 Fowler, 1996 New Fowlers Modern English Usage, Oxford; Oxford Press Hutchinson, C. & Padgett, B., 2007. How to create and use analogies effectively in the Teaching of science concepts. Science Activities 44(2) 69-72.
Slide 32 : References Sandifer, C., 2003 Spontaneous student- generated analogies. Physics Education Research Conference; Madison WI. Sommier, I. & Sommier C. (1995) Nurturing hemispheric preference through effective education. Journal of Instructional Psychology 22(2). 124 - 127 Weiman, C. (2007) Why not try a scientific approach to science education? Changes: the Magazine of Higher Learning. 39 (5) 9 – 15.

 


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