Crowe Hannah L, Woolley Stephen M
Belgrave Dental Centre, Swansea, UK.
Community Dental Service, Ysbyty Ystrad Fawr, Ystrad Mynach, UK.
Eur J Dent Educ. 2022 Feb;26(1):197-205. doi: 10.1111/eje.12688. Epub 2021 Apr 29.
The UK General Dental Council (GDC) requires dental graduates to competently identify, manage and refer patients with dental pain and anxiety. This study aimed to explore sedation training experience quantitatively and qualitatively through individual reflective logs.
MATERIALS & METHODS: A single-centred mixed-methods evaluation of teaching, within a UK university conscious sedation department. Fourth-year dental students undertook lectures and supervised clinical sessions following the undergraduate curriculum. Patient attendance patterns, individual experience and group experience were analysed descriptively. Reflective log sheets were analysed by Thematic Framework Analysis.
Seventy-two students participated. Of 153 booked patients, 79 (51.6%) attended of which 74 (48.4%) were treated by undergraduates. The mean performed inhalation sedation and intravenous sedation cases per student were 1 and 0.8, respectively. Three students (4%) assisted only. Group experience varied. Three themes arose from reflections: consolidation of theory and learning; confidence through experience; and responding to challenges.
Whilst experience quotas were not met, GDC requirements for increasing students' knowledge and confidence within CS were met. Practical experience enhanced learning. "Hands-on" experience was most valuable for self-reported confidence but learning by proxy also aided development. Students recognised challenges, but not the implications for themselves or their career. Strategies to reduce barriers to experience require research.
Whilst variable, all students were provided learning opportunities. Physical experience gave the greatest confidence. Opportunities afforded by the undergraduate curriculum allowed students to learn and develop through consolidation of theory, response to challenges and ultimately the gaining of confidence.
英国普通牙科委员会（GDC）要求牙科毕业生能够熟练识别、处理和转诊有牙痛及焦虑问题的患者。本研究旨在通过个人反思日志对镇静培训经验进行定量和定性探索。
在英国一所大学的清醒镇静科室对教学进行单中心混合方法评估。四年级牙科学生按照本科课程参加讲座和临床实习。对患者就诊模式、个人经验和小组经验进行描述性分析。通过主题框架分析法对反思日志进行分析。
72名学生参与。在153名预约患者中，79名（51.6%）前来就诊，其中74名（48.4%）由本科生进行治疗。每名学生平均进行的吸入镇静和静脉镇静病例数分别为1例和0.8例。三名学生（4%）仅提供协助。小组经验各不相同。反思产生了三个主题：理论巩固与学习；通过经验增强信心；应对挑战。
虽然未达到经验配额，但满足了GDC对增加学生在清醒镇静方面的知识和信心的要求。实践经验促进了学习。“实践”经验对自我报告的信心最有价值，但通过他人经验学习也有助于发展。学生认识到了挑战，但未认识到对自身或其职业的影响。减少经验障碍的策略需要研究。
尽管存在差异，但所有学生都获得了学习机会。实际操作经验带来了最大的信心。本科课程提供的机会使学生能够通过理论巩固、应对挑战并最终获得信心来学习和发展。
