Meraner Mark, Nase John B
Department of Restorative Dentistry, Temple University Kornberg School of Dentistry, Philadelphia, PA 19140, USA.
J Dent Educ. 2008 Jun;72(6):698-706.
The routine use of magnification and enhanced lighting by oral health care providers, educators, and students is growing, but there is little consensus regarding its implementation and use. Many students and faculty at the Temple University Kornberg School of Dentistry elect to use some form of magnification in their real and simulated patient care activities, even though the school does not mandate or suggest standards for its utilization. A questionnaire was administered to the clinical faculty to assess two parameters: experience with magnification, and attitudes concerning the value of enhanced vision. Eighty-two out of 124 eligible participants completed the questionnaire successfully for a 66 percent return rate. Sixty-one percent of respondents reported their primary practice or teaching activities as "general dentistry or restorative/prosthodontics." The remainder of the respondents represented a cross-section of other departments and specialists. All endodontists and periodontists who completed the survey and 56 percent of the general/restorative dentists indicated they use magnification. This group accounted for 91 percent of all magnification users. Thirty-nine percent in the magnification users group indicated that they avoid using magnification for some procedures. Faculty magnification users are not in full agreement about the value of enhanced vision in a dental education program. Nearly one-quarter of all magnification users indicated it is unlikely they would use magnification in the teaching environment, even though they may use it in private practice. Various explanations were given for this inconsistency. Only 61 percent of magnification users indicated they make a point to talk to students about the uses and benefits of magnification. While 91 percent of users said that magnification offers significant benefits, only 73 percent believe it should be a program requirement, and 61 percent think it should be required beginning in the first year of the curriculum. The findings of this survey suggest that educational institutions would be wise to address faculty concerns and reasons for resistance before moving to the mandated use of magnification.
口腔保健提供者、教育工作者和学生对放大设备和增强照明的常规使用正在增加，但在其实施和应用方面几乎没有达成共识。天普大学科尔伯格牙科学院的许多学生和教员在实际和模拟患者护理活动中选择使用某种形式的放大设备，尽管该学校并未强制规定或建议其使用标准。向临床教员发放了一份问卷，以评估两个参数：放大设备的使用经验，以及对增强视觉效果价值的态度。124名符合条件的参与者中有82人成功完成了问卷，回收率为66%。61%的受访者将其主要临床实践或教学活动描述为“普通牙科或修复/口腔修复学”。其余受访者代表了其他科室和专科的人员。所有完成调查的牙髓病医生和牙周病医生以及56%的普通/修复牙医表示他们使用放大设备。这一群体占所有放大设备使用者的91%。放大设备使用者群体中有39%表示他们在某些操作中会避免使用放大设备。使用放大设备的教员对于牙科教育项目中增强视觉效果的价值并未完全达成一致。所有放大设备使用者中近四分之一表示，即使他们可能在私人诊所使用放大设备，但在教学环境中不太可能使用。对于这种不一致给出了各种解释。只有61%的放大设备使用者表示他们会特意与学生谈论放大设备的用途和益处。虽然91%的使用者表示放大设备有显著益处，但只有73%的人认为它应该成为课程要求，61%的人认为应该从课程的第一年就开始要求使用。这项调查的结果表明，教育机构在强制要求使用放大设备之前，明智的做法是解决教员的担忧和抵触原因。
