Tissue Engineering & Reparative Dentistry, School of Dentistry, Cardiff University, Cardiff, UK.
Eur J Dent Educ. 2010 Feb;14(1):12-6. doi: 10.1111/j.1600-0579.2009.00584.x.
Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period.
Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 (n = 257).
After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures (n = 191), ready access to helpful/approachable teaching staff (n = 145), and closeness of learning experience to subsequent practice (n = 122). Many students commented on their growing confidence in their own abilities whilst in the unit.
Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers.
拓展教学现在被认为是英国本科牙科教学计划的一个理想组成部分。2002 年,卡迪夫开设了一个专门的本科牙科拓展培训中心。本文的目的是报告学生在该单元 5 年期间的体验的观点和意见。
卡迪夫大学的最后一年牙科学生被邀请在他们在那里实习的不同时间报告他们对圣大卫初级保健单位的意见。记录了在 2003 年、2004 年、2005 年、2006 年和 2007 年开始最后一年的本科生的信息(n=257)。
1 年后,学生报告的最常见的有利方面包括所有程序都有经过适当培训的护士(n=191)、随时可以获得有帮助/可接近的教学人员(n=145)以及学习经验与后续实践的接近程度(n=122)。许多学生评论说,他们在该单位的自信心不断增强。
绝大多数学生报告说他们热衷于在拓展教学单元接受培训,而不是传统的牙科学校环境。记录的每个学生的意见都体现了对自己能力的信心不断增强和反思实践的发展。需要进一步工作来确定这种牙科学生培训形式对随后的职业培训和独立临床职业的影响。