Mills Denise A, Hammer Christine L, Murad Aseel
Dr. Mills is Assistant Professor, Midwestern University College of Dental Medicine-Arizona; Dr. Hammer was a senior dental student, Midwestern University College of Dental Medicine-Arizona at the time of this study and is now a first-year resident in pediatric dentistry, University of Maryland School of Dentistry; Dr. Murad is Associate Professor, Midwestern University College of Dental Medicine-Arizona.
J Dent Educ. 2017 Jan;81(1):36-43.
Prior studies have identified many benefits of peer mentoring in higher education, but the subject has not been widely examined in dental clinical education. Students at Midwestern University College of Dental Medicine-Arizona are paired with a partner for the duration of the clinical phase of education. The initial vision behind pairing was to train students in a realistic four-handed, efficient general practice model. The aim of this study was to assess the students' perceptions of the peer mentoring component of pairing third- and fourth-year dental students in the clinical phase of their education. A survey was developed to seek answers to three questions: 1) Did the students perceive that the peer mentoring supported principles of adult learning? 2) Did the students feel they were prepared to enter into the peer learning relationship? 3) What were the students' perceptions of peer mentoring in their clinical education? Data were collected through an online survey delivered to third- (n=114) and fourth-year (n=104) students at the completion of the 2014-15 school year. The 19-question survey had a 61% response rate. The benefits of pairing were found to go far beyond the initial vision of promoting a general practice model. The majority (70.1%) of responding students perceived that it added to the educational experience, and 68.5% frequently/always agreed that the mentor-mentee relationship motivated them to learn. Although the students expressed many benefits of pairing, 29.3% identified a need for more focused training prior to entering into the mentor-mentee relationship.
先前的研究已经确定了同伴辅导在高等教育中的诸多益处，但该主题在牙科临床教育中尚未得到广泛研究。中西部大学亚利桑那牙科学院的学生在临床教育阶段会与一名同伴配对。配对背后的最初设想是在现实的四手操作、高效的全科医疗模式下培训学生。本研究的目的是评估学生对在临床教育阶段将三年级和四年级牙科学生配对的同伴辅导部分的看法。开展了一项调查，以寻求以下三个问题的答案：1）学生是否认为同伴辅导支持成人学习原则？2）学生是否觉得自己已准备好进入同伴学习关系？3）学生对临床教育中的同伴辅导有何看法？数据是通过在2014 - 15学年结束时向三年级（n = 114）和四年级（n = 104）学生进行的在线调查收集的。这份包含19个问题的调查的回复率为61%。结果发现，配对的益处远远超出了最初促进全科医疗模式的设想。大多数（70.1%）回复的学生认为这丰富了教育体验，68.5%的学生经常/总是同意师徒关系激励他们学习。尽管学生们表达了配对的诸多益处，但29.3%的学生指出在进入师徒关系之前需要更有针对性的培训。
