Dulčić Nikša, Brailo Vlaho, Rezo Valentina, Rukavina Marina, Sablić Vedran, Pelivan Ivica
Department of Prosthodontics, School of Dental Medicine, University of Zagreb, Zagreb, Croatia.
Department of Oral Medicine, School of Dental Medicine, University of Zagreb, Zagreb, Croatia.
Acta Stomatol Croat. 2017 Dec;51(4):271-282. doi: 10.15644/asc51/4/1.
The aim of the study was to establish the subjective perception of dental medicine students' knowledge and skills in prosthodontics and to determine both how their perception changed during their study, by gaining clinical experience. Also, the aim was to investigate if there were any socio-demographic factors that influenced students' perception.
The research, based on an anonymous survey for dental medicine students was carried out at the School of Dental Medicine, University of Zagreb in 2015. YES/NO/DO NOT KNOW questions were used for assessment of students' knowledge, and a 50 mm visual analog scale was used for assessment of their abilities and skills. The Chi-square test, t-test for independent samples, analysis of variance and the Pearson's correlation coefficient were used for statistical data analysis.
Students' response (4th, 5th and 6th year of study) to the study amounted to 71,3%. The results showed that clinical experience and the number of correct answers from knowledge assessment increased with the year of study. Students with completed dental laboratory technician school took statistically significantly larger number of impressions and fabricated a significantly larger number of fixed restorations. Additionally, the results showed a significantly higher level of agreement with the statements about their perception of knowledge and skills.
Students' perceptions on learning positively correlated with the number of completed semesters in prosthodontics and the students' own clinical experience.
本研究旨在确定口腔医学专业学生对口腔修复学知识和技能的主观认知，并通过积累临床经验来确定他们的认知在学习过程中是如何变化的。此外，研究目的还包括调查是否存在影响学生认知的社会人口统计学因素。
2015年，在萨格勒布大学牙医学院对口腔医学专业学生进行了一项基于匿名调查的研究。使用“是/否/不知道”的问题来评估学生的知识，并使用50毫米视觉模拟量表来评估他们的能力和技能。采用卡方检验、独立样本t检验、方差分析和皮尔逊相关系数进行统计数据分析。
参与研究的学生（学习的第4、5和6年）的回应率为71.3%。结果表明，临床经验和知识评估中的正确答案数量随着学习年份的增加而增加。完成牙科技师学校课程的学生在统计学上取印模的数量显著更多，制作的固定修复体数量也显著更多。此外，结果显示，他们对知识和技能认知的陈述的认同度显著更高。
学生对学习的认知与口腔修复学完成的学期数以及学生自身的临床经验呈正相关。
