Shigli Kamal, Jyotsna S, Rajesh G, Wadgave Umesh, Sankeshwari Banashree, Nayak Sushma S, Vyas Rashmi
Professor and Head, Department of Prosthodontics, D.Y. Patil Dental School, Pune, Maharashtra, India.
Assistant Professor, Department of Public Health Dentistry, DAPMRVDC, Bengaluru, Karnataka, India.
J Clin Diagn Res. 2017 Aug;11(8):ZC01-ZC05. doi: 10.7860/JCDR/2017/27710.10301. Epub 2017 Aug 1.
Preclinical dental education promotes development of competency and expertise before students work on patients, but this phase is devoid of exposure to real patients leading to challenges in teaching-learning.
The aim of this study was to explore the challenges faced by students during the process of learning preclinical prosthodontics.
Two Focus Group Discussions (FGDs) were conducted with two different groups of students and one FGD was held with prosthodontics faculty. The FGDs explored the student's and faculty perceptions on the topics which were difficult for the students to understand and their suggestions on how these topics can be made easier to understand. The discussions were audio taped with prior consent and transcribed.
The students and the faculty felt that the subject of prosthodontics is vast, difficult to visualize and also difficult to correlate theory with practical aspects. Lack of clinical exposure coupled with use of conventional methods of teaching were identified as reasons for difficulty in understanding the subject. Both students and faculty members suggested that use of simulation, demonstrations, and videos could augment the learning process for the students. Early clinical exposure will help solve many problems encountered during learning and contribute to a better understanding.
The students and faculty expressed a "need" for early clinical exposure to enhance the learner's understanding of the preclinical aspects of the subject. The present study highlights the need for change in instruction methods to enhance the learning experiences in preclinical prosthodontics of dental undergraduate students in India.
临床前牙科教育在学生接触患者之前促进能力和专业技能的发展，但这一阶段缺乏对真实患者的接触，导致教学过程中面临挑战。
本研究的目的是探讨学生在临床前口腔修复学学习过程中面临的挑战。
与两组不同的学生进行了两次焦点小组讨论（FGD），并与口腔修复学教师进行了一次FGD。FGD探讨了学生和教师对学生难以理解的主题的看法，以及他们对如何使这些主题更易于理解的建议。讨论在事先征得同意的情况下进行录音并转录。
学生和教师都认为口腔修复学这门学科内容广泛，难以直观理解，理论与实践方面也难以关联。缺乏临床接触以及使用传统教学方法被认为是理解该学科困难的原因。学生和教师都建议使用模拟、演示和视频可以增强学生的学习过程。早期临床接触将有助于解决学习过程中遇到的许多问题，并有助于更好地理解。
学生和教师表示“需要”早期临床接触，以增强学习者对该学科临床前方面的理解。本研究强调需要改变教学方法，以提高印度牙科本科生临床前口腔修复学的学习体验。
