3 Tips to Improve Your Connection Students

Strong faculty student connection improves engagement, skill acquisition, and professional identity formation. In dental and dental hygiene programs, where students are developing both cognitive knowledge and clinical competence, connection directly impacts confidence and performance in patient care.

Here are three concise, research supported strategies you can implement immediately.

1. Use Instructor Immediacy in Both Lecture and Clinic

Instructor immediacy refers to behaviors that reduce psychological distance between instructor and student. This includes learning student names, maintaining eye contact, offering specific feedback, and demonstrating enthusiasm for patient care standards.

Research by Paul L. Witt and colleagues found that instructor immediacy is significantly associated with increased student learning and motivation.

2. Support Autonomy While Teaching Clinical Judgment

College students respond positively when they feel trusted to think critically. According to research by Johnmarshall Reeve, autonomy supportive teaching increases engagement and persistence.

In dental education, instead of simply correcting a mistake, ask the student to explain their rationale. Provide choices in case presentations or allow flexibility in how evidence based research is presented. When students understand why a procedure matters for patient outcomes, motivation becomes internal rather than compliance driven.

3. Communicate High Standards with High Support

Healthcare education requires rigor. However, rigor without support damages connection. Research from Carol Dweck shows that framing ability as developable improves performance and resilience.

When a student struggles with calculus detection or radiographic interpretation, normalize skill development as a process. Provide structured feedback and clear expectations while reinforcing belief in their capacity to improve. This balance builds trust and professional identity.

References

Dweck, C. S. (2006). Mindset The new psychology of success. Random House.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159 to 175. https://doi.org/10.1080/00461520903028990

Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71(2), 184 to 207. https://doi.org/10.1080/036452042000228054