Barrero Carlos, Duqum Ibrahim, Petrola Frank
Dr. Barrero is Clinical Associate Professor, Department of Prosthodontics, University of North Carolina at Chapel Hill School of Dentistry; Dr. Duqum is Clinical Assistant Professor, Department of Prosthodontics, University of North Carolina at Chapel Hill School of Dentistry; and Mr. Petrola is Research Assistant, Department of Prosthodontics, University of North Carolina at Chapel Hill School of Dentistry.
J Dent Educ. 2015 Apr;79(4):409-16.
Previous research regarding dental students has found modest predictive value in preclinical didactic course grades in predicting clinical performance, but systematic assessment of students' feedback on their perceived preparedness has received little attention as a preclinical assessment methodology. The aim of this study was to assess the perceptions of the dental students at one U.S. academic dental institution regarding their preparedness for clinical performance following the preclinical fixed prosthodontics course. Third- and fourth-year dental students participated in a survey about their perceived preparedness to diagnose and treat patients with fixed prosthodontics needs in the school's dental clinics. The respondents (79 out of 161 students, for a response rate of 49%) rated each item on a five-point Likert scale. Responses about which preclinical procedures of the course prepared students the least and the best were consistent for the third- and fourth-year students. Less than 60% of all responding students felt prepared for planning complex cases and performing laboratory-related procedures. The findings of this study indicate that improvement is required in teaching students about laboratory procedures and problem-solving to adequately prepare them for clinical treatment of patients with fixed prosthodontics needs.
先前关于牙科学生的研究发现，临床前理论课程成绩在预测临床操作表现方面具有一定的预测价值，但作为一种临床前评估方法，对学生关于自身感知准备情况的反馈进行系统评估却很少受到关注。本研究的目的是评估美国一所学术性牙科机构的牙科学生对临床前固定修复课程后临床操作准备情况的看法。三、四年级牙科学生参与了一项关于他们在学校牙科诊所诊断和治疗有固定修复需求患者的感知准备情况的调查。受访者（161名学生中的79名，回复率为49%）按照五点李克特量表对每个项目进行评分。三、四年级学生对于课程中哪些临床前操作让学生准备最不足和最充分的回答是一致的。所有回复学生中不到60%的人觉得自己为规划复杂病例和进行实验室相关操作做好了准备。本研究结果表明，在教授学生实验室操作程序和解决问题方面需要改进，以便让他们充分为临床治疗有固定修复需求的患者做好准备。
