Arigbede Abiodun, Denloye Obafunke, Dosumu Oluwole
Department of Restorative Dentistry, College of Health Sciences, University of Port Harcourt, Port Harcourt, Rivers State, Nigeria.
Department of Child Oral Health, College of Medicine, University of Ibadan, Ibadan, Oyo State, Nigeria.
Afr Health Sci. 2015 Mar;15(1):269-77. doi: 10.4314/ahs.v15i1.35.
Though the use of simulators in operative dentistry is not new, the teaching and learning practices that take place during clinical sessions in skills laboratories are rarely reported. This study was designed to determine the current practices relating to teaching and learning of dental clinical skills in southern Nigeria.
A cross-sectional study was conducted among the final year dental students in southern Nigeria using anonymous structured questionnaire as instrument for data collection. The questionnaire items included statements relating to existing teaching and learning practices. A five-point Likert scale response option was provided and descriptive summary statistics was computed.
There were 56 (34.8%) females and 105 (65.2%) males. Most of the students (41.0%) agreed that the theoretical concept behind clinical skills is taught prior to clinical sessions and most agreed that the objectives of each clinical session are stated and that the procedures are usually demonstrated. Most of the respondents (39.8%) agreed that feedback was sometimes embarrassing and given at the end of clinical sessions (76.6%). Equipment breakdown was a major challenge to learning.
Dental education in the skills labs within the region appeared standard. However, feedback should be continuous and constructive. Equipment breakdown was the major constraint to learning.
虽然在口腔手术中使用模拟器并非新鲜事，但技能实验室临床课程期间的教学实践却鲜有报道。本研究旨在确定尼日利亚南部牙科临床技能教学的当前实践情况。
采用匿名结构化问卷作为数据收集工具，对尼日利亚南部的最后一年牙科学生进行了横断面研究。问卷项目包括与现有教学实践相关的陈述。提供了五点李克特量表回应选项，并计算了描述性汇总统计数据。
有56名（34.8%）女性和105名（65.2%）男性。大多数学生（41.0%）同意在临床课程之前讲授临床技能背后的理论概念，大多数人同意每次临床课程的目标都会明确说明，并且通常会演示操作步骤。大多数受访者（39.8%）同意反馈有时会令人尴尬，且在临床课程结束时给出（76.6%）。设备故障是学习的主要挑战。
该地区技能实验室的牙科教育似乎符合标准。然而，反馈应该是持续且有建设性的。设备故障是学习的主要制约因素。
