Gottlieb Riki, Baechle Mary A, Janus Charles, Lanning Sharon K
Dr. Gottlieb is Associate Professor and Assistant Dean, Dental Admissions, School of Dentistry, Virginia Commonwealth University; Dr. Baechle is Director, Preclinical Operative, and Associate Professor, School of Dentistry, Virginia Commonwealth University; Dr. Janus is Director, Preclinical Fixed Prosthodontics, and Professor, Department of Prosthodontics, School of Dentistry, Virginia Commonwealth University; and Dr. Lanning is Core Faculty, Center for Interprofessional Education and Collaborative Care, and Professor of Periodontics, School of Dentistry, Virginia Commonwealth University.
J Dent Educ. 2017 Jan;81(1):101-109.
The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.
本研究的目的是调查高级模拟参数，如模拟考试成绩、学生自我评估次数、完成模拟的时间以及完成自我评估的时间，是否可作为牙科学生临床前表现的预测指标。美国一所牙科学院连续三个班级的282名学生在其牙科课程的前四个月内完成了高级模拟培训和考试。然后，这些学生分别在牙科学校第一年和第二年期间完成了常规临床前教学以及牙体牙髓病学（OD）和固定修复学（FP）课程的考试。基于最终课程成绩，将两项高级模拟考试成绩（ASES1和ASES2）作为这两门临床前课程表现的预测指标进行测试。结果发现，ASES1和ASES2是OD和FP临床前课程成绩的预测指标。其他高级模拟参数与临床前课程成绩无显著相关性。这些结果凸显了牙科早期心理运动技能评估的价值。高级模拟成绩可能有助于在学生学习过程中进行早期干预，并有助于有效分配师资力量和导师安排等资源。
