Deshpande Saee, Lambade Dipti, Chahande Jayashree
Department of Prosthodontics, VSPM's Dental College and Research Centre, Nagpur, Maharashtra, India.
J Indian Prosthodont Soc. 2015 Apr-Jun;15(2):158-61. doi: 10.4103/0972-4052.158080.
Best practice strategies for helping students learn the reasoning skills of problem solving and critical thinking (CT) remain a source of conjecture, particularly with regard to CT. The dental education literature is fundamentally devoid of research on the cognitive components of clinical decision-making.
This study was aimed to develop and evaluate the impact of blended learning module on clinical decision-making skills of dental graduates for planning prosthodontics rehabilitation.
An interactive teaching module consisting of didactic lectures on clinical decision-making and a computer-assisted case-based treatment planning software was developed Its impact on cognitive knowledge gain in clinical decision-making was evaluated using an assessment involving problem-based multiple choice questions and paper-based case scenarios.
Mean test scores were: Pretest (17 ± 1), posttest 1 (21 ± 2) and posttest 2 (43 ± 3). Comparison of mean scores was done with one-way ANOVA test. There was overall significant difference in between mean scores at all the three points (P < 0.001). A pair-wise comparison of mean scores was done with Bonferroni test. The mean difference is significant at the 0.05 level. The pair-wise comparison shows that posttest 2 score is significantly higher than posttest 1 and posttest 1 is significantly higher than pretest that is, pretest 2 > posttest 1 > pretest.
Blended teaching methods employing didactic lectures on the clinical decision-making as well as computer assisted case-based learning can be used to improve quality of clinical decision-making in prosthodontic rehabilitation for dental graduates.
帮助学生学习解决问题和批判性思维（CT）推理技能的最佳实践策略仍是一个猜测的来源，尤其是关于CT。牙科教育文献从根本上缺乏对临床决策认知成分的研究。
本研究旨在开发并评估混合学习模块对牙科毕业生计划口腔修复临床决策技能的影响。
开发了一个交互式教学模块，包括关于临床决策的理论讲座和一个计算机辅助的基于病例的治疗计划软件。使用包含基于问题的多项选择题和纸质病例场景的评估来评估其对临床决策中认知知识获取的影响。
平均测试分数为：前测（17±1）、后测1（21±2）和后测2（43±3）。平均分数的比较采用单因素方差分析。在所有三个时间点的平均分数之间存在总体显著差异（P<0.001）。平均分数的两两比较采用Bonferroni检验。平均差异在0.05水平上具有统计学意义。两两比较表明，后测2分数显著高于后测1，后测1显著高于前测，即后测2>后测1>前测。
采用关于临床决策的理论讲座以及计算机辅助的基于病例的学习的混合教学方法可用于提高牙科毕业生口腔修复临床决策的质量。
