Kieser J, Herbison P
Department of Oral Sciences and Orthodontics, School of Dentistry, University of Otago, PO Box 647, Dunedin.
N Z Dent J. 2000 Dec;96(426):138-9.
We analysed the perceived stresses associated with the transition from preclinical to clinical teaching among dental students at the Faculty of Dentistry, University of Otago. An anxiety questionnaire was completed by 120 students in their Second and Third Years of study. Because of the institution of a new curriculum, these students were uniquely in the same class. The highest levels of anxiety associated with general clinical situations were felt for getting diagnoses wrong, hurting patients, dealing with medical emergencies, and getting infected. In general, there were no significant gender or academic year differences. When faced with specific situations, students were most stressed by the prospect of surgical procedures, temporomandibular joint problems, and failed local analgesia. Significant differences between the two years centred on giving an inferior alveolar nerve block and in dealing with poor oral hygiene, the Second-year students showing the greater anxiety.
我们分析了奥塔哥大学牙科学院牙科学生从临床前教学过渡到临床教学过程中所感受到的压力。120名二、三年级学生完成了一份焦虑问卷。由于新课程的实施，这些学生恰好处于同一个班级。对于临床一般情况，与焦虑水平最高相关的是诊断错误、伤害患者、处理医疗紧急情况以及受到感染。总体而言，在性别和学年方面没有显著差异。面对特定情况时，学生对外科手术、颞下颌关节问题以及局部麻醉失败的前景最为紧张。这两个年级之间的显著差异集中在下牙槽神经阻滞以及处理口腔卫生差的问题上，二年级学生表现出更大的焦虑。
