A peer observation and personal reflection of my favourite subject to teach

I recently taught a practical teaching session in the Haptics Suite at the University of Portsmouth’s Dental Academy, designed specifically as a taster for Dental Nursing students considering progression into Dental Hygiene, Therapy, or Dentistry. All of my Nursing students are currently applying for further education courses or jobs in Dental practices so I thought it would be useful to provide an experience of further practical dental skills. The focus was to introduce them to manual dexterity tasks and simulate clinical procedures using both tactile exercises and haptic simulation. The session was observed by my PGCert HE tutor, whose insightful feedback has informed much of my reflection on the experience.

The session followed a tightly managed rotation schedule between table top activities and Haptic simulators. A haptic simulator is a type of virtual reality tool that recreates the sense of touch, specifically, tactile feedback to simulate real-world actions like drilling, scaling, or examining a tooth. In dentistry, it's used to train students in clinical techniques without needing a real patient or even a traditional phantom head model. Similar haptic sensations can be experienced through a vibrating phone notification; it is communicating information to you via touch.

I structured the morning to gradually build complexity from writing using a mirror to more nuanced 3D tooth morphology modelling and virtual drilling. From the outset, I emphasised that this was not only a "taster" session into dental therapy or dentistry, but a chance to confront a key challenge many face in dental training: manual dexterity. This is something I’ve encountered in my career frequently, having seen high academic achievers falter when transitioning from theoretical learning to practical skill application. Dental courses have high admission tariffs, often asking for A’s in science based subjects, so unless the students have engaged in hobbies that require fine motor skills, most join with little to no practical experience. I have known a couple of students enter Dental school only to be quickly met with a Dyspraxia diagnosis, this is due to a lack of practical skills prior to starting the course, leaving no opportunity to flag up concerns with motor skills.

What made this session particularly engaging was the personal resonance the activities had for students currently undergoing interviews for Dental programs. Drawing on my experience with selection processes, I was able to contextualize the importance of dexterity with real world examples, including the recent shift toward the MMI (Multiple Mini Interview) process, where practical problem solving is increasingly valued.

An MMI is a structured interview format commonly used in healthcare education admissions. Rather than sitting for one long interview, candidates rotate through a series of short, timed stations. Each station presents a different task or scenario, often designed to assess key skills and attributes such as:

Manual dexterity (e.g., Origami)
Communication and empathy (e.g., explaining a procedure to a nervous patient)
Ethical reasoning (e.g., responding to a dilemma in a clinical setting)
Problem-solving and critical thinking (e.g., directing someone to tie a shoelace using gestures only)

Some MMIs also include role-playing scenarios or tasks that mimic real life challenges a dental professional might face. The idea is to get a more holistic view of the applicant beyond academic grades alone. In my own work, I've found that MMIs help highlight where applicants with strong science backgrounds might still struggle, particularly if they haven’t practiced hands-on skills or developed the softer skills needed in clinical practice. With many students now having access to AI to write personal statements, I think more Universities will be moving to the MMI format, or relying more on interview.

The plan for my session was as follows:

Introduction to the session, provide context and set the scene.
Split the room into two, half on Haptic simulators and the other half doing table top exercises.
Start the table top group whilst the Haptics students are logging in. Their first task was to hold some paper on a clipboard to their chest facing outwards, they had to write their name backwards and forwards on the paper by looking into a mirror in front of them. This gave them an insight into indirect vision.
Start the Haptics students on their task. I previously created a 3D printed dexterity block that could be used in phantom heads for students to practice drilling their names and various shapes. I created a modified version of this tool but using haptic technology so students could have a go writing their names. I guided them on accuracy and speed, if they finished early they could draw whatever shape they wanted.
Go back to the table top group. Their next task was to use modelling clay to create a tooth that had accurate morphology and size. I told each student which tooth they needed to create and gave them some dental instruments to help with modelling. Once they were happy with their finished tooth, I provided them with a 3D printed version of that tooth so they could compare the anatomy and see how accurate they were.
For the Haptics students, I asked them what their preference would be, scaling or restorative procedures. I set up each student according to what they wanted to do, either scaling a full arch whilst monitoring pressure or drilling a Class I cavity.
Afterwards, the groups swapped and once they were finished we reflected on how they found the tasks and I provided them with a list of top tips for improving manual dexterity at home including:

Playing an instrument
Mini figure painting (Warhammer/Dungeons and Dragons)
Make-up and cosmetic treatments on others
Origami
Henna tattooing
Painting / Drawing
Lego
Finger stretches

For the first table top exercis where students wrote their names on paper in a mirror, I had originally planned on creating my own custom 3D printed touch screen stylus that would be shaped like a dental handpiece. I 3D printed several handpieces which worked really well as guides beforehand to give the students an idea of how to hold it and use finger rests prior to using the simulators. If they did the table top task using a stylus, they would be able to practice getting the angulation of the drill correct, making the task more closely related to actual clinical practice. I experimented with using a variety of stylus tips and although the tips worked on their own, they did not work with the 3D printed material. If anyone has some clever solutions to get these working I would love to know, please drop me an email.

The feedback from my tutor confirmed several of my strengths, he noted my confident manner, effective questioning, and the relevance and sequencing of tasks. His comments highlighted how my clear demonstration of the haptic tools encouraged focused attention, and how the indirect vision mirror task provided valuable insight into clinical realities. However, an area he encouraged me to develop further was in structuring stages of task development more formally. He suggested embedding "trial-and-error" components to allow learners to explore and learn from mistakes, before re-engaging with more defined targets. I found this particularly valuable, as it aligns well with the GDC’s standards for reflective practice and patient-centered learning. Inspired by this, I plan to expand future sessions to include a structured feedback loop, for instance, allowing students to attempt a task, identify common issues (such as speed and depth in the mirror writing), and then revisit the task with refined technique. Gamified elements such as competitive drawing tasks or peer-reviewed morphology modelling could further enhance engagement and reinforce learning outcomes.

What particularly stood out in this session was the authentic enthusiasm from the students. Many were captivated by the haptic simulators, which bridge theoretical knowledge and practical sensation in a way that few other tools can. Having previously contributed to research on this topic, I am deeply invested in continuing to evolve these teaching methods. The block I designed is a product of this commitment, designed to simulate transferable skills in a controlled environment and adaptable across different platforms. I have since delivered part of this session as part of a training day for NHS England, leading a day of Haptics with their Foundation Dentist students. I got them to use the block as a warm-up exercise before going in to crown preps, which made for some interesting parallels where students who excelled in writing their name or various shapes neatly completed more accurate crown preps.

Looking ahead, I am inspired to refine these activities with a clearer scaffolded approach, as recommended by my observer. This includes ensuring alignment with broader frameworks such as the NHS’s value of “Commitment to Quality of Care”. I want students to not only experience what it feels like to drill or sculpt a tooth but to understand why such precision and patience are foundational to safe and effective patient care. This experience reinforced my belief that simulation-based learning, when thoughtfully integrated, can be transformative. It equips students with the confidence to transition into more complex roles within Dentistry, supports those with diverse learning needs, and instils a reflective habit of professional practice early in their careers. And as I continue my PGCert HE and work toward my D2 fellowship, I’m reminded that great teaching, like great Dentistry, is both an art and a science, and always a work in progress.

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