Roberts Eugenia Popescu, Mills Denise Amelia, Stein Amy F
Eugenia Popescu Roberts is Assistant Professor, Dental Institute, Midwestern University College of Dental Medicine-Arizona; Denise Amelia Mills is Associate Professor, Dental Institute, Midwestern University College of Dental Medicine-Arizona; and Amy F. Stein is a biostatistician, Midwestern University Office of Research and Sponsored Programs.
J Dent Educ. 2018 Nov;82(11):1185-1193. doi: 10.21815/JDE.018.123.
Peer-assisted learning (PAL) has been found in medical, nursing, and dental education research to aid in preparing students to develop clinical judgment, leadership, and teamwork skills. This study sought to extend that research by assessing the effect of PAL on dentists in practice. The aim of this study was to ask practicing dentists who were clinically trained with PAL in dental school for their perceptions of the effects and value of that training for their patient care, team relations, and professional development. In addition, participants were asked for recommendations to improve pairing and the matching process. An electronic survey was sent in October 2017 to all 667 dentists who graduated from Midwestern University College of Dental Medicine-Arizona from 2012 to 2017, all of whom had been trained in a PAL-general practice model. A total 107 alumni responded, for a 16% overall response rate; the response rate averaged 16.7% for each class. The majority (83.6%) of responding dentists recommended peer learning in clinical dental education. Survey participants attributed their clinical judgment (72.3%) and teamwork (80.9%) skills to peer pairing in dental school. Among the respondents, 89.8% had taken leadership roles and were training team members, and 75.7% reported enjoying teaching others. Of the 65% who commented on peer pairing enhancements, 15% recommended rotation of peers for greater learning experiences, and 24% advised personality assessments for future pair matching. These results suggested that participating in PAL had helped prepare these alumni for practice.
在医学、护理和牙科教育研究中发现，同伴辅助学习（PAL）有助于培养学生的临床判断、领导能力和团队合作技能。本研究旨在通过评估PAL对执业牙医的影响来扩展该研究。本研究的目的是询问那些在牙科学院接受过PAL临床培训的执业牙医，了解他们对该培训在患者护理、团队关系和职业发展方面的效果和价值的看法。此外，还询问了参与者关于改进配对和匹配过程的建议。2017年10月，向所有667名2012年至2017年从亚利桑那州中西部大学牙医学院毕业的牙医发送了电子调查问卷，他们都接受过PAL全科模式的培训。共有107名校友回复，总体回复率为16%；每个班级的平均回复率为16.7%。大多数（83.6%）回复的牙医推荐在临床牙科教育中采用同伴学习。参与调查的牙医将他们的临床判断（72.3%）和团队合作（80.9%）技能归功于牙科学院的同伴配对。在受访者中，89.8%担任过领导角色并培训团队成员，75.7%表示喜欢教导他人。在对同伴配对改进发表评论的65%的人中，15%建议轮换同伴以获得更多学习经验，24%建议进行性格评估以用于未来的配对。这些结果表明，参与PAL有助于这些校友为临床实践做好准备。
