Department of Restorative Dentistry and Periodontology, Dublin Dental School and Hospital, Dublin, Ireland.
Eur J Dent Educ. 2010 May;14(2):92-8. doi: 10.1111/j.1600-0579.2009.00597.x.
To investigate if there was an agreement between the students and supervisors on the quality of clinical teaching in Restorative Dentistry in the Dublin Dental School and Hospital and to identify differences on how effective clinical teaching is perceived between three academic years. In addition it aimed to identify the existence of any similarities between students' and supervisors' perceptions of specific teaching behaviours that are most and least helpful in learning.
An anonymous questionnaire based on the above objectives was distributed to three cohorts of undergraduate students and three cohorts of clinical supervisors. The response rate was 94% for the first, 94% for the second and 63% for the third student cohort. Twenty-one (21) out of the 36 supervisors returned the questionnaire. Basic analysis of the clinical questionnaire was carried out in order to find the distributions of the variables between the groups. These distributions were compared using a non-parametric analysis (Kruskal-Wallis). The degree of association was measured by the Pearson's chi-square values.
Students from all 3 years reported to be neither very satisfied nor very dissatisfied with their clinical teaching with a few statistically significant differences across the 3 years. The supervisors on the other hand, replied with a great deal of similarity across the 3 years. Furthermore, supervisors gave a high degree of straight line responses and generally felt very good about the level of clinical teaching. There was a high degree of variability in what the supervisors thought was important but also a high degree of similarity in what they thought was not helpful. It was exactly the opposite for the students.
There is a limited agreement between students and staff on the effectiveness of clinical teaching and the way effectiveness is perceived between students and clinical supervisors as well as between senior and more junior students. Overall though students and supervisors rated the clinical teaching favourably but indicated several areas of concern.
调查都柏林牙科医院和牙科学校的修复牙科临床教学质量在学生和导师之间是否存在一致性，并确定三个学年之间对临床教学有效性的看法有何差异。此外，它旨在确定学生和导师对最有帮助和最无益的特定教学行为的看法之间是否存在任何相似之处。
基于上述目的，向三批本科生和三批临床导师发放了一份匿名问卷。第一组的回复率为 94%，第二组为 94%，第三组为 63%。36 名导师中有 21 名（21 名）返回了问卷。为了找到组间变量的分布，对临床问卷进行了基本分析。这些分布使用非参数分析（Kruskal-Wallis）进行比较。关联程度通过 Pearson's chi-square 值进行衡量。
所有 3 年的学生报告说对他们的临床教学既不是非常满意也不是非常不满意，尽管在 3 年中有一些统计学上的显著差异。另一方面，导师们在 3 年中给出了非常相似的回答。此外，导师们给出了高度一致的直线回复，并且对临床教学水平普遍感觉非常好。导师们认为重要的因素有很大的差异，但他们认为没有帮助的因素也有很大的相似之处。而学生们的情况正好相反。
学生和教职员工之间在临床教学的有效性以及学生和临床导师之间以及高年级学生和低年级学生之间对有效性的看法方面存在有限的一致性。尽管如此，学生和导师们对临床教学评价还是比较积极的，但也指出了一些关注的领域。
