This case study describes categories of perception about chairside teaching and current issues requirements and recommendations for good chairside teaching practice. A phenomenographic analysis was generated from data on stakeholder perceptions of chairside teaching from both a single dental school study and a UK wide evaluation workshop. The evaluation of good chairside teaching was carried out using a sequence of evaluation tools including appreciative inquiry. Taken together the category perceptions may serve as a useful guide to articulate specific educational and training requirements of different stakeholders in chairside teaching The evaluation process may serve as a process model for institutional change for improvements in chairside teaching.
