Frese C, Wolff D, Saure D, Staehle H J, Schulte A
Department of Conservative Dentistry, School of Dental Medicine, University Hospital Heidelberg, Heidelberg, Germany.
Institute of Medical Biometry and Informatics, Ruprecht Karls University, Heidelberg, Germany.
Eur J Dent Educ. 2018 Aug;22(3):e555-e563. doi: 10.1111/eje.12352. Epub 2018 Apr 10.
This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period.
At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016.
The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation.
In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum.
本研究旨在开发一种合适的工具，用于全面定量和定性评估本科牙科学生从临床前教育过渡到临床教育期间所感知到的心理社会影响、压力水平和学习效果。这些研究结果可能会改善这一时期的课程结构和教学组织。
在本科牙科学生临床第一年开始时，要求他们完成一份包含40个条目的匿名问卷。276名本科牙科学生愿意参与并完成了问卷，参与时间为2011年至2016年。
回复率在45%至96%之间。心理社会影响领域的相关性分析（斯皮尔曼等级相关系数）表明，牙科教师是学生感受的最重要影响因素。如果学生觉得他们的老师合作教学，积极项目会增加，消极项目会显著减少（P <.0001）。此外，报告压力水平高的学生在心理社会互动中受到显著影响（P <.0001）。威尔科克森检验显示，在最初几周，牙髓病学的压力水平最高（P <.0001）。在同一时期，诊断和龋齿洞制备的学习增量最大。
总之，在本科牙科学生从临床前教育过渡到临床教育的期间，支持性的学习环境和课程中特定的时间安排调整可以对教学产生积极影响。学生应从诊断、预防牙科和初期牙周治疗开始临床培训。由于感知到的压力水平较高，牙髓病学应在临床课程后期引入。
