Nafea E T, Dennick R
Medical Education in the Dental School, Taibah University, Madinah, Saudi Arabia.
Medical Education in the School of Medicine, University of Nottingham, Nottingham, UK.
Eur J Dent Educ. 2018 May;22(2):101-108. doi: 10.1111/eje.12256. Epub 2017 Mar 23.
The aim of this research was to explore the perceptions of undergraduate dental students regarding clinical reasoning skills and also discover the influences of different curriculum designs on the acquisition of these skills by students.
Eighteen final-year students from three different dental schools with varied curricula and cultures participated in the current research. The research used qualitative methodology. The study took place in 2013-2014. Interviews captured the participants' own understanding of clinical reasoning and its acquisition plus they "talked through" a clinical problem using a "think-aloud" technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure.
Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Clinical reasoning process was dominated by pattern recognition. Students' behaviours seemed to be influenced by cultural factors.
This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which will improve educational practices in the future.
本研究旨在探究牙科本科学生对临床推理技能的认知，并发现不同课程设计对学生获取这些技能的影响。
来自三所不同牙科学校、具有不同课程设置和文化背景的18名最后一年的学生参与了本研究。本研究采用定性研究方法。研究于2013 - 2014年进行。访谈获取了参与者对临床推理及其获取的自身理解，并且他们使用“出声思考”技术“讨论”了一个临床问题。采用主题分析法对录制访谈的文字记录进行分析。获得的结果与课程结构相关。
学生中对临床推理这一术语不熟悉的情况很常见。来自不同学校的学生在讨论临床病例时使用不同的推理策略。临床推理过程以模式识别为主导。学生的行为似乎受到文化因素的影响。
本研究有助于更深入地理解学生如何学习、理解和应用牙科临床推理，这将在未来改进教育实践。
