Oliveira Erica R, Rose William F, Hendricson William D
Erica R. Oliveira, DDS, MPH, is Associate Professor, Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; William F. Rose, DDS, is Associate Professor, Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; and William D. Hendricson, MA, MS, was formerly Assistant Dean for Education and Faculty Development, School of Dentistry, University of Texas Health Science Center at San Antonio.
J Dent Educ. 2019 Apr;83(4):416-422. doi: 10.21815/JDE.019.051. Epub 2019 Feb 11.
Dental students' clinical learning is dictated by patients' needs. Thus, not all students have identical educational experiences. Even routine treatment can require different approaches depending on concurrent dental problems, patients' health status, or unexpected complications. No curriculum can expose students to all treatment alternatives when issues arise. Consequently, mechanisms to facilitate students' learning from the collective experiences of their classmates can augment their clinical acumen. The aim of this pilot study was to investigate a blended learning experience consisting of a website on which third- and fourth-year students posted and discussed PowerPoint presentations depicting patient treatment and weekly seminars in which students and faculty discussed posted cases to retrospectively assess treatment decisions. All 49 students in two of the school's general practice groups (23 fourth-year and 26 third-year students) in academic year 2011-12 participated, using a PowerPoint template to create cases to share with their peers. The students completed the Clinical Education Instructional Quality Inventory (Clin-EdIQ) before and after the case-sharing experience. The results showed statistically significant pre- to posttest increases on the four ClinEdIQ dimensions: overall clinical learning experience, specific learning opportunities, interaction among students and instructors, and collaborative learning. These students also reported that the online case-sharing and follow-up seminars were a valuable educational experience. However, students not involved in case-sharing had similar pre to post ClinEdIQ score changes. The results suggest that online case-sharing supported by case analysis seminars facilitated exchange of clinical insight among students and instructors, but may not have altered students' perceptions of the clinical learning environment.
牙科学生的临床学习取决于患者的需求。因此，并非所有学生都有相同的教育经历。即使是常规治疗，也可能因并发的牙科问题、患者的健康状况或意外并发症而需要不同的方法。当问题出现时，没有哪门课程能让学生接触到所有的治疗选择。因此，促进学生从同学的集体经验中学习的机制可以增强他们的临床敏锐度。这项试点研究的目的是调查一种混合式学习体验，该体验包括一个网站，三、四年级的学生在上面发布并讨论描述患者治疗情况的PowerPoint演示文稿，以及每周的研讨会，学生和教师在研讨会上讨论发布的病例，以回顾性地评估治疗决策。该校2011 - 12学年两个全科医疗小组的所有49名学生（23名四年级学生和26名三年级学生）参与其中，使用PowerPoint模板创建病例与同龄人分享。学生们在病例分享体验前后完成了临床教育教学质量量表（Clin - EdIQ）。结果显示，在ClinEdIQ的四个维度上，从测试前到测试后有统计学上的显著提高：总体临床学习体验、特定学习机会、学生与教师之间的互动以及合作学习。这些学生还报告说，在线病例分享和后续研讨会是一次有价值的教育经历。然而，未参与病例分享的学生在ClinEdIQ分数上的前后变化相似。结果表明，由病例分析研讨会支持的在线病例分享促进了学生和教师之间临床见解的交流，但可能并未改变学生对临床学习环境的认知。
