An assessment of the application of psychomotor learning theory constructs in preclinical laboratory instruction.

The purpose of this paper is to report the results of a survey assessing the application of constructs related to the acquisition of psychomotor skills in the preclinic curriculum. Questionnaires were mailed to all departments of operative dentistry, fixed prosthodontics, removable prosthodontics, pediatric dentistry, and periodontics. Personal and institutional anonymity were maintained. Approximately 70 percent of all surveys were returned. Results suggest that there are insufficient opportunities for students to define desired outcomes and performances. Students usually are not required to generate knowledge of results or knowledge of performance, both of which appear to be closely related to the acquisition of motor skill. Finally, the conditions under which dental motor skills are acquired do not simulate those characteristic of clinical practice, and adequate simulations of actual dental conditions often are not utilized. Significant improvement in preclinical instruction can be attained through application of findings in the motor skill literature.