Chambers D W
J Dent Educ. 1987 May;51(5):238-43.
The relationship between student performance in preclinical technique laboratory courses and in clinic is not straightforward. While American dental education in the preclinical courses is effective in teaching mastery of fundamentals to most students and identifying those who should not proceed to patient care, the prediction from technique laboratory performance of who will do well in clinic is weak. Factors accounting for this poor correlation include differences in the mix of skills required in the two contexts, failure to teach for transfer of skills to new settings, and laboratory education practices that create clinically dysfunctional habits. As a means of understanding the transfer issue, a distinction is made among task as given by the instructor, task as interpreted by the student, and task as negotiated in the interpersonal context of dental education.
临床前技术实验室课程中的学生表现与临床中的表现之间的关系并不简单。虽然美国牙科教育的临床前课程在向大多数学生传授基本技能掌握情况以及识别那些不应继续进行患者护理的学生方面是有效的，但根据技术实验室表现来预测谁在临床中会表现出色的能力却很弱。造成这种低相关性的因素包括两种环境中所需技能组合的差异、未能教授将技能转移到新环境的方法，以及导致临床功能失调习惯的实验室教育实践。作为理解技能转移问题的一种方式，我们区分了教师给定的任务、学生理解的任务以及在牙科教育人际环境中协商的任务。
