University Hospitals Bristol and Weston NHS Foundation Trust, Bristol Dental Hospital, Bristol, UK.
Teaching and Learning for Health Professionals, University of Bristol, Bristol, UK.
Eur J Dent Educ. 2023 Feb;27(1):87-100. doi: 10.1111/eje.12780. Epub 2022 Feb 7.
The aims of this study were to explore the undergraduate dental clinical students' experiences and perspectives of paired working in the clinical learning environment.
An interpretivist methodological approach with a socio-cultural lens was used. A stratified purposeful sampling strategy was chosen. Students digitally recorded three audio-diaries using Gibbs' cycle to guide reflection on collaborating clinically with a peer. 1:1 semi-structured interviews were held using a topic guide. Inductive thematic data analysis was undertaken.
Eight participants were recruited. Main themes related to individual characteristics (motivation, professionalism, knowledge and experience) and relational features (feeling safe, attaching value, positive working relationships) that contributed to effective collaborative partnerships. The social setting is important for learning in the dental clinical environment. Benchmarking is used by students to motivate and reassure. Students learnt from their peers, particularly when they felt safe and supported and had developed good relationships. A lesser quality learning experience was highlighted in the assistant role.
Paired working for clinical training was viewed mostly positively. Working with a variety of peers was beneficial and enabled development of interpersonal skills and professionalism. More effective collaborative learning partnerships were described when students felt they belonged and had affective support. Disadvantages of paired working were noted as reduced hands-on experience, particularly for senior students and when working in the assistant role. Ground rules and setting learning goals to change the mind-set about the assistant role were recommended. Emotional and practical support of students is needed in the clinical setting.
本研究旨在探讨本科牙科临床学生在临床学习环境中配对工作的经验和观点。
采用解释主义方法论和社会文化视角。选择分层目的抽样策略。学生使用 Gibbs 循环数字化记录三个音频日记，以指导与同伴临床合作的反思。使用主题指南进行 1:1 半结构化访谈。进行归纳主题数据分析。
招募了 8 名参与者。主要主题涉及个体特征（动机、专业性、知识和经验）和关系特征（感到安全、重视、积极的工作关系），这些特征有助于建立有效的合作伙伴关系。社会环境对牙科临床环境中的学习很重要。学生使用基准来激励和安慰自己。学生从同龄人那里学习，尤其是当他们感到安全和支持，并建立了良好的关系时。在辅助角色中，学习体验质量较差。
配对工作进行临床培训的看法大多是积极的。与各种同伴一起工作是有益的，可以培养人际交往能力和专业性。当学生感到归属感和情感支持时，描述了更有效的协作学习伙伴关系。配对工作的缺点是减少了实践经验，特别是对于高级学生和在辅助角色中。建议制定基本规则和设定学习目标，以改变对辅助角色的思维模式。临床环境中需要为学生提供情感和实际支持。
