Moore U, Durham J, Corbett I, Thomson P
Oral and Maxillofacial Surgery, School of Dental Science, Newcastle University, Framlington Place, Newcastle, UK.
Eur J Dent Educ. 2009 Feb;13(1):15-9. doi: 10.1111/j.1600-0579.2008.00531.x.
Competence based education is becoming more important in dentistry and medicine. In dentistry clinical skills are assessed using longitudinal assessments or structured objective clinical tests. We have previously presented the assessment of competence in surgical extractions however the success rate for this was poor. The opportunity to alter staffing levels and timetabling arose and we present the influence of this on the achievement of competence.
The competence assessments and portfolios of two consecutive years of dental undergraduates were examined after completing their surgical extraction course. The first cohort received 9 sessions of teaching spread over 2 years with one staff supervisor per session. The second cohort received 10 sessions with varying numbers of staff supervisors.
The first cohort required 210 staff sessions and performed 275 surgical extractions (mean 4), and 23% achieved competence. The second cohort required 240 staff sessions and performed 403 surgical extractions (mean 6), and 66% achieved competence. Thirty six extra sessions were provided for students in the second cohort who failed to complete their competence during the allocated blocks and following this 99% of the second cohort achieved competence. These differences are significant (P < 0.01).
It is possible to demonstrate competence in large numbers of undergraduates in surgical extraction. The process can be influenced by staffing and timetabling changes which focus student experience and learning.
基于能力的教育在牙科和医学领域正变得愈发重要。在牙科领域，临床技能通过纵向评估或结构化客观临床测试来进行评估。我们之前介绍过外科拔牙能力的评估，然而其成功率较低。后来出现了改变人员配置水平和课程安排的机会，我们在此展示这对能力达成情况的影响。
在完成外科拔牙课程后，对连续两年牙科本科生的能力评估及档案进行了检查。第一组学生在两年内接受了9次教学课程，每次课程有一名 staff supervisor（此处staff supervisor未明确准确含义，暂保留英文）。第二组学生接受了10次课程，每次课程的 staff supervisor数量不同。
第一组学生需要210个 staff 课时，完成了275例外科拔牙（平均每人4例），23%的学生达到了能力要求。第二组学生需要240个 staff 课时，完成了403例外科拔牙（平均每人6例），66%的学生达到了能力要求。为第二组中在规定时间段内未完成能力要求的学生额外提供了36次课程，在此之后，第二组99%的学生达到了能力要求。这些差异具有统计学意义（P < 0.01）。
在大量本科生中证明其具备外科拔牙能力是可能的。人员配置和课程安排的变化会影响这一过程，这些变化能使学生的经验和学习更具针对性。
