Clinic Directors

Training and Teaching Skills

Estimated duration: 6-8 minutes 12 questions 4 answer options

This questionnaire analyzes your current profile as a dental educator — whether at conferences, seminars, workshops, fellowships, or internal training in your own clinic. It is not an assessment: it is a diagnostic tool to understand your starting point and guide an adapted development plan.

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1 Pedagogical design and learning intentionality

How would you describe the degree of systematization of your educational activity?

Occasionally, without specific annual planning (isolated occasional activities)

Regular, with some foresight, though without a defined annual plan

Recurrent and planned, as a significant part of my professional activity

Institutionalized: I lead or have created an external training department from my clinic

2 Pedagogical design and learning intentionality

As a priority, what is the main intention of your teaching activity?

Transmit rigorous, updated information and share own clinical experiences

For participants to learn by "doing", practicing, and hands-on experience

To provoke critical reflection and new ways of thinking

To ensure that what is learned is applied in the clinical practice of participants

3 Pedagogical design and learning intentionality

What do you mainly aim to happen once your educational activity concludes?

That participants better understand concepts and techniques

That participants identify common mistakes and best practices

That they are able to practice, solve cases, and apply what was learned

That they transfer what was learned to their practice and cascade it to other professionals

4 Active methodologies and technology/AI

What methodological strategies do you employ in your educational practice?

Theoretical lectures and Q&A

I incorporate clinical case analysis and resolution as a standard method

I combine clinical cases with hands-on workshops on anatomical models

I integrate multiple active methodologies —cases, workshops, direct observation in clinical settings— tailoring to session goals

5 Active methodologies and technology/AI

How do you use AI and digital tools as an educator?

I do not use digital tools beyond what is strictly necessary

I use digital tools occasionally; I have tried an AI tool occasionally

I regularly integrate digital tools (live polling, interactive platforms) and use AI for supportive teaching tasks

I systematically integrate digital resources and AI in instructional design, applying ethical and pedagogical criteria

6 Active methodologies and technology/AI

How do you adapt your instructional strategies based on format and context (in-person, online, hybrid; group size and profile)?

I always use a similar approach regardless of format or cohort

I make occasional adjustments when the delivery format changes substantially (e.g. in-person to online)

I consciously adapt methodology and dynamics according to format, cohort size, and experience level

I design each activity starting from format, context, and cohort profile, integrating hybrid solutions when valuable

7 Facilitation, evaluation, and feedback

How do you assess learning outcomes beyond the immediate training session?

I trust participants will apply what was learned on their own

I suggest follow-up activities, but do not incorporate structured tracking mechanisms

I add specific follow-up actions (e.g. reminders, post-course reference materials)

I design structured follow-up, transfer, and clinical practice implementation activities

8 Facilitation, evaluation, and feedback

How do you ensure participants are learning during the activity?

I trust the curriculum structure I developed naturally leads to learning

I ask if there are questions during or at the end of each content block

I observe participation and non-verbal cues as indicators of comprehension

I incorporate structured formative checkpoints, cases, and problem-solving throughout the activity

9 Facilitation, evaluation, and feedback

What type of feedback do you provide to participants during or after the activity?

I answer questions and doubts that are raised

I give immediate technical feedback on errors or correct executions in hands-on tasks

I provide structured, personalized feedback: describing observations, analyzing them, and recommending concrete improvements

I offer post-course mentorship and feedback based on participants' own clinical cases

10 Interests for your teaching growth and development

In which aspects of your role as an educator would you like to keep improving? (Select up to three options)

Pedagogical design and instructional architecture

Intentional use of digital learning environments and educational technology

Communication skills, stage presence, and instructional delivery

Co-creation and collaborative curriculum design with other educators

My own systematic development as an educator (beyond pure clinical practice)

11 Interests for your teaching growth and development

What technologies or digital learning resources would you like to incorporate or deepen in your teaching? (Select all that apply)

Presentation design that captures attention and enhances retention

Proprietary digital content production (video recording, digital media editing)

Digital simulation, virtual reality, 3D anatomical models

In-person simulation, structured role-plays, high-impact clinical hands-on sessions

Generative AI for curriculum development, case creation, and instructional materials

12 Interests for your teaching growth and development

How would you like to connect with other subject-matter experts and thought leaders educationally? (Select up to 3)

Last question

Sharing educational materials, instructional resources, tools, and content

Co-designing joint educational programs with peer experts and faculty

Documenting shared cases, publishing educational research, and disseminating clinical outcomes

Faculty mentoring to master new instructional and pedagogical methodologies

Actively participating in an educator network or community of practice