UCL Eastman Dental Institute, London, UK, Portsmouth, UK.
UCL Eastman Dental Institute, London, UK; 2University of Portsmouth Dental Academy, Portsmouth, UK.
Br Dent J. 2019 Sep;227(6):512-517. doi: 10.1038/s41415-019-0732-6.
Aim This study investigated and evaluated the teaching of occlusion in undergraduate dental schools in the UK and Ireland, the thorough understanding of which would facilitate young graduates to become competent practitioners.Material and methods A mixed-methods approach was employed, with primary data generated and collected by using a cross-sectional, questionnaire-based survey which was followed-up by semi-structured interviews. The hard copy questionnaires enquired about: i) whether occlusion was taught; ii) how long was spent by schools teaching occlusion; iii) what teaching resources were employed; iv) tutors' perceptions of how well prepared for general practice new graduates were; and v) how was knowledge/skill assessed. Follow-up interviews were undertaken with volunteering respondents to triangulate responses. Quantitative data were analysed using descriptive statistics and qualitative data were stored using the Framework Method and analysis using a thematic approach.Results One hundred percent (n = 18) of schools responded to the questionnaire and 66.67% (n = 12) of the schools participated in follow-up interviews. All schools reported that they taught occlusion in their curriculum. Total hours reported teaching occlusion varied from 11 to 310 hours. Twenty-eight percent (n = 5) of respondents reported insufficient time for the teaching of occlusion in the curriculum. There was a marked variation in: i) teaching methods; ii) resources employed; iii) assessment strategies to evaluate competency in occlusion; and iv) how well prepared students were. Thematic analysis of the qualitative data identified several themes: i) variations in teaching pedagogy; ii) use of different resources; iii) variable assessment techniques; iv) evaluation of teaching; and v) barriers to teaching occlusion.Conclusion Recommendations for a coordinated teaching strategy with dedicated oversight to facilitate better student exposure to occlusion and promote student understanding of this topic is suggested.
本研究调查和评估了英国和爱尔兰本科牙科学院的咬合教学情况，充分了解这一点将有助于年轻毕业生成为合格的从业者。
采用混合方法，通过横断面、基于问卷的调查生成和收集主要数据，随后进行半结构访谈。纸质问卷询问了：i）是否教授咬合；ii）学校教授咬合的时间长短；iii）使用了哪些教学资源；iv）教师对新毕业生为普通实践做好准备的程度的看法；以及 v）如何评估知识/技能。对志愿受访者进行了跟进访谈以进行三角验证。使用描述性统计对定量数据进行分析，使用框架方法存储定性数据，并使用主题方法进行分析。
100%（n=18）的学校对问卷做出了回应，66.67%（n=12）的学校参加了后续访谈。所有学校都报告说他们在课程中教授咬合。报告的总教学时间从 11 小时到 310 小时不等。28%（n=5）的受访者报告说课程中教授咬合的时间不足。在以下方面存在明显差异：i）教学方法；ii）使用的资源；iii）评估评估咬合能力的策略；以及 iv）学生的准备情况。对定性数据的主题分析确定了几个主题：i）教学方法的变化；ii）不同资源的使用；iii）可变的评估技术；iv）教学评估；以及 v）咬合教学的障碍。
建议采用协调的教学策略，并进行专门监督，以更好地让学生接触咬合，并促进学生对这一主题的理解。
