Vicki G. Pizanis, RDH, MS, EdD, is an adjunct faculty member, Division of Dental Hygiene, Department of Dental Medicine, University of New Mexico; and Charles Pizanis, MD, is Assistant Professor, Department of Internal Medicine, Division of Hospital Medicine, University of New Mexico School of Medicine.
J Dent Educ. 2019 Aug;83(8):904-913. doi: 10.21815/JDE.019.087. Epub 2019 Apr 22.
Clinical instructors play a significant role in student learning in dental hygiene education, but more information is needed on which instructor characteristics best promote student development. The aim of this study was to identify clinical dental hygiene instructor traits that are effective and ineffective for student learning as defined by dental hygiene students and instructors. A qualitative study using grounded theory and critical incident technique was conducted to investigate junior students', senior students', and instructors' perceptions in one U.S. dental hygiene program in 2014. The methods used were an open-ended electronic survey, one-on-one interviews, and focus groups. Qualities identified were coded and organized into categories and themes, then tabulated by importance by cohort. A total of 24 junior students, 22 senior students, and nine clinical faculty members participated in all three parts of the study. The surveys revealed 322 qualities and characteristics, and the interviews revealed 162, which were then coded into 26 and 23 categories of effective and ineffective traits, respectively. Three major themes of instructor characteristics emerged: affective, pedagogical, and expertise-related. Variances in the frequency of these themes were found between junior and senior students. Differences were also noted between students and instructors in terms of the importance of several characteristics. Specific effective teaching methods were also discovered in the interviews. In this study, multiple effective and ineffective dental hygiene clinical instructor characteristics were identified. These findings have implications for curriculum, instructor training, and evaluation and create a foundation for future research.
临床讲师在牙科保健教育中学生学习中起着重要作用，但需要更多信息来了解哪些讲师特征最能促进学生的发展。本研究的目的是确定临床牙科保健讲师的特征，这些特征对学生学习是有效还是无效，由牙科保健学生和讲师定义。这是一项使用扎根理论和关键事件技术的定性研究，旨在调查 2014 年美国一个牙科保健项目中初级学生、高级学生和讲师的看法。所使用的方法是开放式电子调查、一对一访谈和焦点小组。通过队列重要性对识别出的素质进行编码和分类，并进行制表。共有 24 名初级学生、22 名高级学生和 9 名临床教师参加了研究的所有三个部分。调查显示有 322 种素质和特征，访谈显示有 162 种，然后分别编码为有效和无效特征的 26 个和 23 个类别。出现了三个主要的讲师特征主题：情感、教学法和专业知识相关。在初级和高级学生之间发现了这些主题的频率差异。学生和讲师之间在几个特征的重要性方面也存在差异。在访谈中还发现了具体的有效教学方法。在这项研究中，确定了多个有效的和无效的牙科临床讲师特征。这些发现对课程、讲师培训和评估具有意义，并为未来的研究奠定了基础。
