Fang Yiyang, Tung Kryztopher D, Beleno-Sanchez Joan, Forrest Jane L, Roll Shawn C
J Dent Hyg. 2020 Oct;94(5):30-37.
Dental hygiene graduates often experience significant psychological stress while transitioning from the educational setting to clinical practice environments. The purpose of this study was to characterize the duration of dental hygiene activities and tasks and explore efficiency within appointments, by students in educational programs. Right-handed female dental hygiene students were recruited from two dental hygiene education programs. Each participant was video recorded while providing patient care during 3 sessions, once per term, over 3 consecutive terms. Activities, tasks, and student postures and positions were coded across the patient visit. Descriptive analyses were conducted to characterize overall durations and distributions across each category. Time spent on non-dental hygiene related activities was compared to other durations, as well as across the education/training time points and by patient type. Fifty-three videos were analyzed from nineteen participants. The average patient visit length was 155.06 ± 35.63 minutes; approximately half the visit was dedicated to instrumentation activities. Nearly 20% of the visit was categorized as activities or tasks unrelated to education or patient care. Although most participants completed the patient visit more quickly by the third time point, the percentage of non-dental hygiene activities did not decrease, and there were no associations between patient category type and the duration of the patient visit. Patient visits were roughly three times the length of the typical dental hygiene care appointment, indicating a disconnect between training and practice. In addition to spending more time on hand scaling tasks, participants spent a lot of time on equipment setup and interacting with or waiting for faculty members. These findings have implications for improving efficiency in educational settings, particularly to facilitate a successful transition to clinical practice.
口腔卫生专业毕业生在从教育环境过渡到临床实践环境时，常常会经历巨大的心理压力。本研究的目的是描述口腔卫生活动和任务的持续时间，并探讨教育项目中的学生在预约时间内的工作效率。从两个口腔卫生教育项目中招募了右利手女性口腔卫生专业学生。每位参与者在连续三个学期中，每个学期提供一次患者护理时，共进行3次视频录制。在患者就诊过程中，对活动、任务以及学生的姿势和位置进行编码。进行描述性分析以确定每个类别的总体持续时间和分布情况。将花在与口腔卫生无关活动上的时间与其他持续时间进行比较，同时也比较了不同教育/培训时间点以及不同患者类型的情况。对19名参与者的53个视频进行了分析。患者就诊的平均时长为155.06±35.63分钟；大约一半的就诊时间用于器械操作活动。近20%的就诊时间被归类为与教育或患者护理无关的活动或任务。尽管大多数参与者在第三个时间点时完成患者就诊的速度更快，但与口腔卫生无关活动的百分比并未下降，并且患者类别类型与患者就诊持续时间之间没有关联。患者就诊时间大约是典型口腔卫生护理预约时间的三倍，这表明培训与实践之间存在脱节。除了在手工洁治任务上花费更多时间外，参与者还在设备设置以及与教员互动或等待教员方面花费了大量时间。这些发现对于提高教育环境中的效率具有启示意义，特别是有助于顺利过渡到临床实践。
