Javed Muhammad Qasim, Ahmed Alia, Habib Syed Rashid
Department of Conservative Dental Sciences and Endodontics, College of Dentistry, Qassim University, Buraydah, Saudi Arabia.
Department of Operative Dentistry, Riphah International University, Pakistan.
J Ayub Med Coll Abbottabad. 2021 Jan-Mar;33(1):82-88.
Feedback is an essential component of the clinical skills development of dental students. The clinical training is a complex integration of knowledge, psychomotor skills, behaviour and clinical communication skills under stress for both instructor and student. This study aimed to investigate the perceptions of undergraduate dental students and their instructors on the quality of clinical feedback.
The current cross-sectional observational study was conducted at the Department of Operative Dentistry and Endodontics, Riphah International University, Islamabad from August to December 2019. A self-administered questionnaire was used to collect responses from final year undergraduate dental students and faculty. The questionnaire comprised of 13 items, subdivided into six categories, targeting the various aspects of clinical feedback. SPSS 23 was utilized to analyse the data. Descriptive statistics were tabulated and data was analysed using the Mann-Whitney test (p<0.05) for differences between the two cohorts.
The mean age of the 64 students who responded was 24±0.8 years. Students' male to female ratio was 1:1.56, while for the 18 instructors the ratio was 1:1. Good agreement between the students and instructors was shown for items related to personal dignity and empathy. Moderate agreement was found for items covering the domains of time, understanding, comfort level, professionalism, and self-assessment. The disagreement was observed for the items associated with conflicting feedback, conflict satisfaction, and effective communication.
Incongruousness existed between the dental students and instructors, about the quality of clinical feedback provided to the dental students. Communication between the instructors and learners must be promoted to increase the level of understanding of the feedback given by the clinical instructors.
反馈是牙科学生临床技能培养的重要组成部分。临床培训是知识、心理运动技能、行为以及在压力下教师和学生的临床沟通技能的复杂整合。本研究旨在调查本科牙科学生及其教师对临床反馈质量的看法。
本横断面观察性研究于2019年8月至12月在伊斯兰堡里法国际大学口腔手术与牙髓病学系进行。使用自填式问卷收集本科最后一年牙科学生和教师的回复。问卷包括13个项目，分为六个类别，针对临床反馈的各个方面。使用SPSS 23分析数据。列出描述性统计数据，并使用曼-惠特尼检验（p<0.05）分析两组之间的差异。
64名回复学生的平均年龄为24±0.8岁。学生的男女比例为1:1.56，而18名教师的比例为1:1。在与个人尊严和同理心相关的项目上，学生和教师之间表现出良好的一致性。在时间、理解、舒适度、专业素养和自我评估等领域的项目上发现了中等程度的一致性。在与冲突性反馈、冲突满意度和有效沟通相关的项目上观察到了分歧。
牙科学生和教师之间在向牙科学生提供的临床反馈质量方面存在不一致。必须促进教师和学习者之间的沟通，以提高对临床教师所提供反馈的理解程度。
