Olms C, Jakstat H A, Haak R
Department of Prosthodontics and Material Science, University of Leipzig, Liebigstr. 12, 04103 Leipzig, Germany.
Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr.12, 04103 Leipzig, Germany.
Ann Anat. 2017 Jul;212:48-54. doi: 10.1016/j.aanat.2017.02.007. Epub 2017 Mar 31.
The aim of this prospective learning research study is to examine the impact of structured elaborative feedback in clinical dental skills teaching from the students' perspective.
A total of 60 dental students participated in the study. The mean average age was 23 years (20-40 years), of which 37 were female (61.7%) and 23 male (38.3%). The participants were randomly divided into a study and control group (n=30 each). The curriculum for clinical tooth-shade differentiation is a complete educational module. Recording of shade taking was carried out on the phantom patient using clinically simulated settings with elaborative feedback in the study group. Pre-test (begin of module T1) and post-test (end of module T2) questionnaires were used to assess knowledge and interest in connection with elaborative feedback. Subjective learning success from the students' perspective and the acceptance of the learning environment were recorded using a questionnaire at the end of the module. The responses corresponded to a Likert scale. The STATA program (Stata/MP 12, StataCorp, CollegeStation, USA) was used for statistical analyses (p<0.05).
A clear improvement in the quality of response in both groups was observed for questions regarding knowledge of the content and interest (p<0.001). The highest values were achieved at reference time T2 for "Practical steps with digital tooth-shade measurement devices" in the study group. Subjective success in terms of learning and the acceptance of the learning environment tended to be rated more highly in the study group. These results corresponded with the reduction of errors during the practical exercises. All participants (100%) in the study group found individual feedback to be helpful.
这项前瞻性学习研究的目的是从学生的角度考察结构化详细反馈在临床牙科技能教学中的影响。
共有60名牙科学生参与了该研究。平均年龄为23岁（20 - 40岁），其中37名女性（61.7%），23名男性（38.3%）。参与者被随机分为研究组和对照组（每组n = 30）。临床牙齿颜色鉴别课程是一个完整的教育模块。研究组在模拟患者身上使用临床模拟设置并给予详细反馈来记录取色过程。使用预测试问卷（模块开始时T1）和后测试问卷（模块结束时T2）来评估与详细反馈相关的知识和兴趣。在模块结束时通过问卷记录学生主观认为的学习成功情况以及对学习环境的接受程度。回答采用李克特量表。使用STATA程序（Stata/MP 12，StataCorp，美国大学城）进行统计分析（p < 0.05）。
在内容知识和兴趣方面的问题上，两组的回答质量均有明显提高（p < 0.001）。研究组在参考时间T2时，关于“数字牙齿颜色测量设备的实际操作步骤”方面取得了最高分数。在学习方面的主观成功以及对学习环境的接受程度在研究组中往往得到更高的评价。这些结果与实践练习中错误的减少相一致。研究组所有参与者（100%）都认为个人反馈很有帮助。
