I teach special needs dentistry. . . . . . Kishore Shetty, DDS, MS, MRCS Medically Complex Patient Clinic, University of Texas Health Science Center a t Houston and Gratis Faculty, Louisiana State University Medical Center. New Orleans Spec Care Dentist 27(2): 45, 2007

s 1 reflect upon my academic career in special needs dentistry, it is clear A that my pedagogical stance has been

greatly influenced by my mentors. Each one set an excellent example for me to follow as a teacher. What made my men- tors exemplary teachers was their devotion to their students and to their profession of special needs dentistry. Specifically, they were exemplary teach- ers because they used their knowledge to develop strong curriculums in the dental management of patients who are devel- opmentally disabled and geriatric and whose conditions are niedically complex. They also set high academic standards for students and for themselves They respected intellectual diversity inside and outside the classroom, and they built trust among their students. In sum, each one led by example. It is with these men- tors in mind that I turn to my own teaching philosophy.

I am passionate about finding the most effective ways to stimulate and sus- tain intellectual growth among those who enter my classroom. Learning is a complex process that is individual-, con- tent- and context-specific. As a teacher of special needs dentistry, I am attentive to these factors and aim to be flexible, adapting my approaches according to the needs of the learners, the subject matter and the setting. It is crucial for teachers to cultivate learning partnerships with students. Teaching is igniting transforma- tive learning, empowering students to take responsibility for their education, inspiring courage to grow intellectually, cultivating curiosity, providing opportu-

nities for developing relationships, clari- fying values, uplifting the spirit, and igniting action.

Teaching dental management of patients who are medically compromised in a busy urban dental school clinic pres- ents many challenges. Clinical teachers must recognize the lesson of the moment - impart the information and move on quickly to the next special needs patient. Under these conditions, students and young dentists must master a large body of factual information, apply that infor- mation to complex and rapidly changing situations, be adept at numerous dental procedures and remain empathetic, humanistic professionals. We have daily patient rounds, where faculty and stu- dents review complex cases together. 1 try never to miss them because I learn so much. I ask myself what I would have done, and learn whether my decision would have been correct and wise. I prompt my students to question at every stage - “Why? How?” - to satisfy their curiosity. This prompts classroom and clinic discussions which are very useful and intellectually stimulating. I strongly believe that teaching and research must be integrated. The boundaries between the two are very artificial. This is even more true when graduate students and residents are involved. Urging all of us to open our minds and hearts so that we can learn beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions, I celebrate teaching that enables transgressions - a movement against and beyond boundaries.

The most important step a teacher of special needs dentistry can take to help students develop critical thinking skills is to create a positive learning environ- ment by respecting and promoting intellectual diversity. This not only sets an example for students to follow, it also allows students to share their ideas openly with other students and the teacher. Respecting and promoting intel- lectual diversity requires a deeper understanding of how diversity manifests inside and outside of the classroom. On one hand, intellectual diversity manifests itself in the various worldviews that stu- dents possess. On the other hand, intellectual diversity manifests itself in the various ways students learn. To effec- tively promote and develop students’ critical thinking skills, both forms of intellectual diversity must be taken into consideration.

The role of a teacher in special needs dentistry is that of a leader where you must show the path to motivate, encour- age, and lead by example. Perspiration follows inspiration, which means this task involves hard work and dedication. It is with this last point that I want to conclude, for it encapsulates my real phi- losophy of teaching. In essence, I want to provoke my students to think differently! The willingness to make those concep- tual leaps - though by no means always successful - ultimately nourishes a form of critical thinking that I believe to be valuable in any capacity or field. As a teacher of special needs dentistry, this is my aim, my philosophy, my ethos.

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