Group learning, as a key aspect of Enquiry–based Learning (EBL), is central to the philosophy of the dental school where the author, a practising dentist, is a part-time EBL Facilitator. From the very outset of their training, the students enter into learning groups. This paper
will consider the influence, impact and significance of their experience of working in a small groups and their implicit learning about groups and groupwork which the author perceives as arising from it. The paper will trace the development of this learning and its application and impact from
the initial stage in the dental school through significant stages of dentists' careers, as they progress from being 'novice' students to becoming 'expert' professionals with responsibilities both as clinicians and, in a multidisciplinary work context, as team members and team leaders.