An interview with Dr Casper Jonker on dental role modelling

Iveta Ramonaite, Dental Tribune International

Mon. 5 January 2026

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Role models shape how dental students see the profession, their own potential and even their well-being. In a recent British Dental Journal special feature titled “The impact of role modelling in dental education”, Dr Casper Jonker, clinical lecturer in dental education at the University of Plymouth’s Peninsula Dental School in England, reflects on how educators can inspire and support the next generation of dentists. In this interview with Dental Tribune International, Dr Jonker expands on the themes of the article and explains how effective role modelling can transform learning experiences in the clinic and beyond.

According to clinical lecturer in dental education Dr Casper Jonker, effective clinical role models combine deep knowledge and real-world experience with the ability to connect with students and translate theory into relatable clinical scenarios. (Image: Dr Casper Jonker)

Dr Jonker, what inspired you to explore the topic of role modelling in dental education?
A professional, skilled and eager role model can shape not only a career in dentistry but also life beyond the profession. The reason I say that is that this has been true in my own career, where the role models I have had ignited in me a passion to learn and pursue my own dreams. To me, there is no better feeling than seeing undergraduates, postgraduates or even my colleagues and peers feeding off my energy and excelling beyond their own expectations. Being a role model is one of the most rewarding ways to transfer knowledge and skills to others and to see that same passion ignite in them.

Were there particular moments or individuals in your own career that shaped your understanding of what makes an effective role model in dentistry?
One standout moment for me was completing my postgraduate qualification in dental education, which deepened my understanding of educational theories and where role modelling fits within dental education. After this, everything just made sense to me, and for the first time I understood why role modelling made such an impact on my development.

Looking back at my career, there are so many people and situations that shaped me into the professional I am today, but there are three individuals who stand out for me. The first is Prof. Peet van der Vyver, my MSc supervisor. I always liked endodontics but never had a passion for it until I developed my knowledge and skills under his supervision. I have never seen anyone who could energise a room like he does. His passion, skills and knowledge were palpable. I remember leaving a training session feeling inspired to do more, learn more and develop more.

The second was my PhD supervisor, Prof. Anna Oettlé. She has tremendous passion for her field and is one of the most dedicated and hardest workers I have ever met. She was always happy to help, even when she was supervising multiple students at the same time.

The last person is Dr Guy Lambourn, consultant and specialist prosthodontist. I always thought that I was quite capable of supervising undergraduates in a clinical setting until I observed how he interacted with students. He has shown me that skills and knowledge of your topic are not enough; the true art of being an educator is in the transference of those skills, and this has pushed me to further develop my own skills.

The article highlights the importance of role models in igniting student passion and confidence. In your view, what are the key attributes of an effective clinical role model?
In my opinion, one of the most important aspects of being a true professional and clinical educator is learning the art of interacting with students on their level. Being a true professional educator means having deep knowledge of a field, backed by real-life experience. Once you bombard students with facts, they experience cognitive overload quickly and the educational experience suffers. The key is to draw a comparison to real-life situations or typical clinical scenarios you might have encountered. This will stimulate clinical reasoning, and the students will connect the dots themselves. It is that “penny-drop” moment in their development.

Further, it is about the way you interact with patients and how you act as a professional. When I was an undergraduate, I had some of the most approachable clinical supervisors any undergraduate could wish to have. They were the ones who contributed the most to the development of my clinical skills. They always took time to explain concepts that I did not understand, they were open and friendly and treated me like a colleague, and their interaction with patients was exemplary. Those experiences have stayed with me to this day, and since then I have always sought to follow their example and make a difference in the development of others.

How can clinical supervisors help shift student attitudes towards challenging specialties such as endodontics from fear to motivation?
As with anything in life, there are things we find enjoyable and other things we do not. Endodontics is challenging enough, and there is a fine line between motivating and demotivating a student. Every dentist I have spoken to is aware of the complexity of endodontics. It has also been documented in the literature that both undergraduate students and experienced clinicians struggle to manage certain cases. We are dealing with something that is hidden, unknown and unique to every individual.

The problem starts when you focus on the difficulty and say things like “this will be impossible”, “don’t even try” or “endodontics is the one thing in dentistry I hate” to a student. There is an old saying: “It’s not what you say; it’s how you say it.” The key is to sit with students and discuss cases with them, asking how they will approach it, what the potential challenges and pitfalls are, what the pulpal morphology might look like, what they see on a radiograph, which instruments and techniques they will use and so on. The little cherry on top is to provide a bit of encouragement and motivation. In my experience, this small gesture goes a long way towards making a student feel prepared to tackle a case before the patient is even in the chair. This will, in turn, lead to proper patient care, which is the ultimate reason we do dentistry in the first place.

“A professional, skilled and eager role model can shape not only a career in dentistry but also life beyond the profession.”

What role do structured curricula and institutional culture play in reinforcing positive role modelling behaviours among educators?
In my view, these concepts are the bedrock and pillars of role modelling for any educator. I am privileged to work within a well-structured and carefully designed teaching curriculum at the Peninsula Dental School. The clinical and academic activities are carefully interwoven. To make sure that all educators are on the same page and calibrated, we have training days to learn about evidence-based approaches when it comes to educational practices. There is also an opportunity to ask questions and feed off each other to enhance our teaching skills. In my experience within higher education, this is a highly effective way to make sure educators are updated and working in concert with each other.

Another point that stands out to me is the way we interact with each other in an inclusive manner. We respect our diversity as a team of educators, and by understanding each other’s backgrounds, we can carry that forward to all areas of education. This includes providing clinical supervision, presenting lectures or serving as academic tutors for the purpose of raising awareness of cultural competence as prescribed by the General Dental Council.

How might role modelling help address wider issues such as student retention and mental well-being among dental undergraduates?
I can only provide my personal opinion and experience over the years. I have observed that in situations where undergraduates feel safe, comfortable and supported, they will take on board almost any amount of teaching you wish to deliver. They are also more likely to master complex skills such as endodontics at their own pace and level of understanding.

As role models, we can provide encouragement and lead by example. We can relate to the struggles undergraduates experience by just being human. Once undergraduates realise that a role model went through the same struggles and has experienced the same challenges as them, they are more likely to push forward, go that extra mile and find joy in the profession.

There is nothing more rewarding than hearing the words “I cannot wait to go on to clinics”, “the clinical supervisors are great” or “this workshop was my absolute favourite, and the presenter was amazing!”. That means that we have succeeded as educators. These same students who feel supported and happy will tell their peers, their colleagues from other institutes, and perhaps friends or relatives wishing to study dentistry or dental therapy and hygiene. In turn, this will lead to a happy student culture, promote mental well-being and encourage others to come to a particular dental school. The proof of the pudding is in the eating, and the results of our recent National Student Survey speak for themselves.

What advice would you give to early-career dental educators striving to become better role models?
The best advice I can give is to always imagine yourself in the shoes of an undergraduate. We have all been there and experienced the good and the bad. Every undergraduate wants to be understood. Asking yourself questions like “how would I feel in this situation?” or “what would bring out the best in me?” will provide you with different perspectives. If you can treat students in the same way that you would like to be treated, you will discover the true value of being an educator. This mindset extends beyond dentistry and into your life in general. Simply put, it is about finding your own unique way to relate to your students and colleagues through being professional, knowledgeable, approachable, friendly and supportive.