Major Nicole, McQuistan Michelle R
Dr. Major, who is currently completing a General Practice Residency at the University of Utah Hospital, Salt Lake City, was a fourth-year dental student at the University of Iowa College of Dentistry & Dental Clinics when this study was conducted; Dr. McQuistan is Associate Professor, Department of Preventive and Community Dentistry, and Program Director of Community-Based Dental Education, University of Iowa College of Dentistry & Dental Clinics.
J Dent Educ. 2016 Mar;80(3):265-74.
The aim of this study was to ascertain which assumptions dental students recalled feeling prior to beginning community-based clinical experiences and whether those assumptions were fulfilled or challenged. All fourth-year students at the University of Iowa College of Dentistry & Dental Clinics participate in community-based clinical experiences. At the completion of their rotations, they write a guided reflection paper detailing the assumptions they had prior to beginning their rotations and assessing the accuracy of their assumptions. For this qualitative descriptive study, the 218 papers from three classes (2011-13) were analyzed for common themes. The results showed that the students had a variety of assumptions about their rotations. They were apprehensive about working with challenging patients, performing procedures for which they had minimal experience, and working too slowly. In contrast, they looked forward to improving their clinical and patient management skills and knowledge. Other assumptions involved the site (e.g., the equipment/facility would be outdated; protocols/procedures would be similar to the dental school's). Upon reflection, students reported experiences that both fulfilled and challenged their assumptions. Some continued to feel apprehensive about treating certain patient populations, while others found it easier than anticipated. Students were able to treat multiple patients per day, which led to increased speed and patient management skills. However, some reported challenges with time management. Similarly, students were surprised to discover some clinics were new/updated although some had limited instruments and materials. Based on this study's findings about students' recalled assumptions and reflective experiences, educators should consider assessing and addressing their students' assumptions prior to beginning community-based dental education experiences.
本研究的目的是确定牙科学生在开始社区临床实习之前回忆起的哪些假设，以及这些假设是否得到满足或受到挑战。爱荷华大学牙科学院及牙科诊所的所有四年级学生都参与社区临床实习。在实习结束时，他们撰写一篇指导性反思论文，详细说明他们在开始实习之前的假设，并评估这些假设的准确性。对于这项定性描述性研究，分析了来自三个班级（2011 - 13年）的218篇论文中的共同主题。结果表明，学生们对实习有各种各样的假设。他们担心与具有挑战性的患者合作、进行他们经验极少的操作以及工作速度过慢。相比之下，他们期待提高自己的临床和患者管理技能及知识。其他假设涉及实习地点（例如，设备/设施会过时；方案/程序会与牙科学院的类似）。经过反思，学生们报告了既满足又挑战他们假设的经历。一些学生仍然对治疗某些患者群体感到担忧，而另一些学生发现实际比预期更容易。学生们每天能够治疗多名患者，这提高了工作速度和患者管理技能。然而，一些学生报告了时间管理方面的挑战。同样，学生们惊讶地发现一些诊所是新的/更新过的，尽管有些诊所的仪器和材料有限。基于这项关于学生回忆起的假设和反思经历的研究结果，教育工作者在开始社区牙科教育实习之前，应考虑评估并处理学生们的假设。
