Amin Maryam, Zulla Rosslynn, Gaudet-Amigo Gisele, Patterson Steven, Murphy Natalie, Ross Shelley
Dr. Amin is Associate Professor and Head, Division of Pediatric Dentistry, School of Dentistry, University of Alberta, Canada; Ms. Zulla is a PhD candidate, School of Public Health, University of Alberta, Canada; Dr. Gaudet-Amigo is Curriculum Coordinator, School of Dentistry, University of Alberta, Canada; Dr. Patterson is Professor and Associate Chair (Academic), School of Dentistry, University of Alberta, Canada; Dr. Murphy is General Dental Practitioner and Senior Medical House Officer, East Kent Hospital University NHS Foundation Trust, UK; and Dr. Ross is Associate Professor, Department of Family Medicine, University of Alberta, Canada.
J Dent Educ. 2017 Jan;81(1):65-74.
At a dental school in Canada, problem-based learning (PBL) sessions were restructured from an integrated dental-medical model to a separate dental model, resulting in three groups of students available for study: those who had participated in the two-year dental and medical combined, the one-year dental and medical combined, the one-year dental alone, and the two-year dental alone. The aim of this qualitative study was to examine the extent to which the PBL structure affected the dental students' perceptions of the learning value of PBL in the different models. A total of 34 first-, second-, and third-year dental students participated in six focus groups in May and June 2011 (34% of students in those total classes). Semistructured questions explored their experiences in the different PBL structures. The interviews were recorded and transcribed verbatim, and thematic analysis was employed. The results showed positive and negative perceptions for both the combined dental and medical settings and the settings with dental students alone. For students in the combined PBL groups, positive perceptions included gaining information from medical peers, motivation to learn, and interdisciplinary collaborations. The negative perceptions mainly related to irrelevant content, dominating medical students, and ineffective preceptors. Members of the separate dental groups were more positive about the content and felt a sense of belonging. They appreciated the dental preceptors but were concerned about the inadequacy of their medical knowledge. Overall, the dental students valued the combined PBL experience and appreciated the opportunity to learn with their medical colleagues. Close attention, however, must be paid to PBL content and the preceptor's role to optimize dental students' experience in combined medical and dental groups.
在加拿大的一所牙科学院，基于问题的学习（PBL）课程从综合牙科 - 医学模式重组为单独的牙科模式，从而产生了三组可供研究的学生：参加了两年制牙科与医学联合课程的学生、参加了一年制牙科与医学联合课程的学生、只参加了一年制牙科课程的学生以及只参加了两年制牙科课程的学生。这项定性研究的目的是检验PBL结构在多大程度上影响了牙科学生对不同模式下PBL学习价值的认知。2011年5月和6月，共有34名一年级、二年级和三年级的牙科学生参加了六个焦点小组（占这些班级学生总数的34%）。半结构化问题探讨了他们在不同PBL结构中的经历。访谈进行了录音并逐字转录，采用了主题分析方法。结果显示，对于牙科与医学联合设置以及仅牙科学生的设置，学生们都有积极和消极的看法。对于联合PBL小组的学生来说，积极的看法包括从医学同伴那里获取信息、学习动力以及跨学科合作。消极的看法主要涉及不相关的内容、医学学生占主导地位以及带教老师效率低下。单独牙科小组的成员对内容更积极，并有一种归属感。他们赞赏牙科带教老师，但担心他们医学知识不足。总体而言，牙科学生重视联合PBL经历，并感激有机会与医学同事一起学习。然而，必须密切关注PBL内容和带教老师的角色，以优化牙科学生在医学与牙科联合小组中的体验。
