Student perceptions of syndicate learning: tutor-less group work within an undergraduate dental curriculum

McKerlie, R.A. , Cameron, D.A., Sherriff, A. and Bovill, C. (2012) Student perceptions of syndicate learning: tutor-less group work within an undergraduate dental curriculum. European Journal of Dental Education, 16(1), e122-e127. (doi: 10.1111/j.1600-0579.2011.00686.x)

Full text not currently available from Enlighten.


This paper describes the implementation of syndicate learning (tutor-less group working) to teach the basic principles and skills of removable partial denture design within an undergraduate dental curriculum at the University of Glasgow. Student perceptions of syndicate group learning were collected through using questionnaires with Likert scales and through focus group interviews. The majority of students expressed positive views of syndicate learning that focused on the following themes: the added value of the group in terms of learning and in terms of social cohesion; the sense of responsibility to peers that led them to work harder; the autonomy of tutor-less groups which led them to improve their ability to justify their work; and the effectiveness of the syndicate groups in comparison to other learning methods. On the basis of these findings along with reports from students that learning about group roles enhanced their preparation for future work, we argue that syndicate learning can offer some valuable benefits to the undergraduate dental curriculum.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Sherriff, Dr Andrea and Bovill, Dr Catherine and McKerlie, Mr Robert and Cameron, Dr Donald
Authors: McKerlie, R.A., Cameron, D.A., Sherriff, A., and Bovill, C.
College/School:College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing > Dental School
University Services > Learning and Teaching Services Division
Journal Name:European Journal of Dental Education
ISSN (Online):1600-0579
Published Online:22 March 2011

University Staff: Request a correction | Enlighten Editors: Update this record