Kent G G, Croucher R
Department of Psychiatry, University of Sheffield, UK.
Med Educ. 1992 Sep;26(5):372-7. doi: 10.1111/j.1365-2923.1992.tb00189.x.
In recent years there has been an increasing interest in the teaching of behavioural sciences to dental undergraduates, but psychologists and sociologists can meet with resistance to their teaching from both staff and students. In an attempt to understand this resistance further, this paper provides the results of a cross-sectional survey conducted with undergraduate students at two UK dental schools. The results indicate that students believe that training in technical aspects of care (e.g. practice in manual skills, knowledge about anatomy) should assume a substantially higher priority than training in social aspects (e.g. practice in communication skills, knowledge about psychology). The students felt that they were increasingly prepared for both aspects of practice as they progressed through the course, and senior students were more likely to believe that their dental schools should give a higher priority to history-taking and psychological methods to control pain and anxiety than junior students. These results present a considerable challenge for psychologists and sociologists teaching at dental schools and suggest that appropriate curriculum design and integrated teaching may be the way forward.
近年来，牙科本科生对行为科学教学的兴趣日益浓厚，但心理学家和社会学家在教学中可能会遭到教职员工和学生的抵制。为了进一步了解这种抵制现象，本文给出了对英国两所牙科学校的本科生进行的横断面调查结果。结果表明，学生们认为护理技术方面的培训（如手动技能练习、解剖学知识）应比社会方面的培训（如沟通技能练习、心理学知识）具有更高的优先级。学生们觉得随着课程的推进，他们对实践的两个方面都准备得越来越充分，而且高年级学生比低年级学生更倾向于认为他们的牙科学校应该更重视病史采集以及控制疼痛和焦虑的心理学方法。这些结果给在牙科学校教学的心理学家和社会学家带来了巨大挑战，并表明合适的课程设计和综合教学可能是前进的方向。
