Al-Ahmad Hazem T
Oral and Maxillofacial Surgery Department, Faculty of Dentistry, University of Jordan, Amman 11942, Jordan.
Saudi Med J. 2010 Jul;31(7):819-25.
To evaluate dental students' perception of theater-based learning, and explore its association with their clinical knowledge and future career decisions.
This cross-sectional study was carried out in the Oral Surgery Department, Jordan University Hospital, Amman, Jordan between September 2007 and March 2008 on dental students of batch 2005-2007 comprising 157 students and graduates. Seventy-two subjects were exposed to theater-based learning (group 1), and 85 subjects had conventional oral surgery teaching (group 2). All subjects completed a questionnaire consisting of 23 skills and competencies with 2 career-related items.
Students with theater experience perceived better ability to describe surgical procedures (71% of students in group 1 reported "adequate" or higher levels compared to 38% as reported by group 2 students, more understanding of theater and cross infection control protocols and teamwork value (96% in group 1 responded "adequate" or higher, 81% by group 2 students), higher competence to deal with complications (94% in group 1 responded "adequate" and 82% by group 2 students), more awareness of resident's duties and more familiarity with hospital environment (88% in group 1 and 71% by group 2 students) (p=0.000). They showed more interest in oral surgery as a career (53% of group 1 responded "certain", 33% by group 2 students) (p=0.007). Alpha reliability scores of 0.50-0.90 were obtained for the questionnaire subscales.
Dental students perceived theater-based learning as a valid interactive educational tool. Active integration of dental students can lead to a superior educational experience, and promotes postgraduate surgical programs.
评估牙科学生对基于模拟手术室的学习的认知，并探讨其与临床知识及未来职业决策之间的关联。
本横断面研究于2007年9月至2008年3月在约旦安曼的约旦大学医院口腔外科进行，研究对象为2005 - 2007批次的157名牙科学生及毕业生。72名受试者接受了基于模拟手术室的学习（第1组），85名受试者接受传统口腔外科教学（第2组）。所有受试者均完成了一份包含23项技能和能力以及2项与职业相关条目的问卷。
有模拟手术室学习经验的学生认为自己描述手术操作的能力更强（第1组71%的学生报告为“足够”或更高水平，而第2组学生报告的比例为38%），对模拟手术室及交叉感染控制方案和团队合作价值有更多理解（第1组96%的学生回答“足够”或更高，第2组学生为81%），处理并发症的能力更高（第1组94%的学生回答“足够”，第2组学生为82%），对住院医师职责的认识更多且对医院环境更熟悉（第1组88%，第2组学生为71%）（p = 0.000）。他们对口腔外科作为职业表现出更大兴趣（第1组53%的学生回答“确定”，第2组学生为33%）（p = 0.007）。问卷各子量表的阿尔法信度得分在0.50 - 0.90之间。
牙科学生认为基于模拟手术室的学习是一种有效的互动式教育工具。牙科学生的积极参与可带来卓越的教育体验，并促进研究生外科项目的发展。
