Montero Javier, Dib Abraham, Guadilla Yasmina, Flores Javier, Santos Juan Antonio, Aguilar Rosa Anaya, Gómez-Polo Cristina
Dr. Montero is Lecturer in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Dib is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Guadilla is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Flores is Manager of University Dental Clinic, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Santos is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Aguilar is Assistant Professor, Department of Economy and Business Administration, University of Málaga, Málaga, Spain; and Dr. Gómez-Polo is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain.
J Dent Educ. 2018 Feb;82(2):152-162. doi: 10.21815/JDE.018.018.
The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.
一组采用传统教学方法，另一组采用基于问题的学习（PBL）教学法。对西班牙一所牙科学院的两组四年级牙科学生进行了调查：传统教学法组（n = 46）由2012年和2013年学年的所有学生组成，PBL组（n = 57）由2014年和2015年学年的所有学生组成。两组学生均报告了他们每年进行的修复治疗数量以及他们对进行此类治疗的感知能力水平。结果表明，两组学生每年进行的治疗平均数量相似，但传统教学法组（0.8±1.0）学生制作的金属基可摘局部义齿数量显著高于PBL组（0.4±0.6）。两组学生对全口义齿患者的感知治疗能力水平（7.3±1.1）显著高于对局部丙烯酸义齿（6.7±1.5）和组合义齿（5.7±1.3）的感知治疗能力水平。学生在修复学方面的临床能力主要取决于作为操作者和助手进行的治疗数量。传统教学法组的学生认为自己在治疗可摘局部义齿和固定义齿患者方面（分别为7.8±1.1和7.6±1.1）比PBL组的学生（分别为6.4±1.5和6.6±1.5）更有能力。然而，总体而言，该研究发现实践经验比用于实现学生感知能力的教学方法更重要。
