三种行为引导技术教学方法在儿童牙科教学中的效果和牙科学生满意度。

Effectiveness of and Dental Student Satisfaction with Three Teaching Methods for Behavior Guidance Techniques in Pediatric Dentistry.

机构信息

Chad M. Slaven, DDS, was a Class of 2018 Pediatric Dental Resident, Department of Pediatric Dentistry and Community Oral Health, College of Dentistry, University of Tennessee Health Science Center at the time of this study; Martha H. Wells, DMD, MS, is Director of Graduate Pediatric Dentistry and Associate Professor, Department of Pediatric Dentistry and Community Oral Health, College of Dentistry, University of Tennessee Health Science Center; Edward J. DeSchepper, MAEd, DDS, MSD, is Associate Dean for Academic Affairs and Professor, Department of General Practice, College of Dentistry, University of Tennessee Health Science Center; Larry Dormois, DDS, MS, is Chair of Pediatric Dentistry and Associate Professor, Department of Pediatric Dentistry and Community Oral Health, College of Dentistry, University of Tennessee Health Science Center; Craig V. Vinall, DDS, MS, is Director of Predoctoral Pediatric Dentistry and Assistant Professor, Department of Pediatric Dentistry and Community Oral Health, College of Dentistry, University of Tennessee Health Science Center; and Kristen Douglas, DMD, MS, is in private practice in Gulfport, MS.

出版信息

J Dent Educ. 2019 Aug;83(8):966-972. doi: 10.21815/JDE.019.091. Epub 2019 May 13.

DOI:10.21815/JDE.019.091

PMID:31085686

Abstract

The aim of this study was to compare the effect of different types of instructional styles-traditional lecture with and without video examples and contemporary format that simulated a flipped classroom-on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second-year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20-minute mini-lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post-course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four-point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.

摘要

本研究旨在比较不同教学风格（传统授课加/不加视频示例和模拟翻转课堂的当代形式）对牙科学生在儿童牙科行为指导技术（BGT）学习中的影响。该研究还试图确定这些教学方法是否能提高学生对 BGT 的舒适度，视频是否能提高对 BGT 的学习和舒适度，以及性别是否会对结果产生差异。2017 年，美国一所牙科学校的 96 名二年级牙科学生被招募参与这项研究。学生被随机分为三组：当代教学组（CI）、带视频的传统教学组（TIV）和不带视频的传统教学组（TI）。CI 组学生观看了 20 分钟的迷你讲座，并分成由校准教师领导的讨论小组。TIV 组学生接受了 50 分钟的带视频示例的传统授课。TI 组学生接受了传统的无视频示例授课。所有组在课程开始前和结束后都完成了一份问卷。问卷评估了学生的学习情况和对学习体验的看法。所有学生都参加了课程和评估，响应率为 100%。所有教学方法（TI>CI>TIV）的学生课后得分都有所提高，但它们之间没有显著差异。CI 组学生对 BGT 的舒适度和视频的有用性的评价高于其他组，但差异无统计学意义。所有组的学生对课程的满意度和有用性的评价都很高（>3 分，四分制）。学习方式和性别对儿童治疗舒适度无统计学意义。总的来说，学生对所有教学方法的满意度都很高。虽然差异无统计学意义，但讨论小组在满意度和有用性方面的评分最高。