Melbourne Dental School, University of Melbourne, Melbourne, Australia.
Melbourne Medical School, University of Melbourne, Melbourne, Australia.
BMC Med Educ. 2022 May 23;22(1):396. doi: 10.1186/s12909-022-03476-7.
Limited data regarding the perspectives of other observers (i.e. those who educate, employ or receive care from) of new graduates' preparedness to practice is available. The present study aimed to explore perceptions of different observers regarding the preparedness to practice and work readiness of newly qualified dental professionals. This broader range of perspectives is crucial to inform the development of educational programs, including continuing professional development, for newly qualified dental professionals, by clarifying the skills, knowledge and behaviours expected by the dental profession and wider public.
Nineteen individual qualitative interviews were undertaken. Interview participants included clinical demonstrators (n = 9; 2 Oral Health Therapists; 5 Dentists; and 2 Prosthetists), dental course convenors (n = 4), representatives of large employers (n = 2), and consumers (n = 4). According to this diverse group of respondents, dental students receive adequate theoretical and evidence-based information in their formal learning and teaching activities, which prepares them for practice as dental professionals. There were no specific clinical areas or procedures where preparedness was highlighted as a major concern. Notwithstanding this, specific graduate skills which would benefit from further training and consolidation were identified, including areas where higher levels of experience would be beneficial. Nonetheless, respondents indicated that new graduates were aware of their limitations and had developed self-discipline and ethics that would allow them to identify conditions/situations where they would not have the experience or expertise to provide care safely.
From an observer perspective, dental students appeared to have gained adequate theoretical and evidence-based information in their formal learning and teaching activities to prepared them to commence practicing safely as dental professionals. Areas were identified in which new graduates were underprepared and when transitional support may be required.
关于其他观察者（即教育、雇用或接受新毕业生护理的人）对新毕业生实践准备情况的看法，相关数据有限。本研究旨在探讨不同观察者对新获得牙医专业资格的人员的实践准备情况和工作准备情况的看法。更广泛的观点对于为新获得牙医专业资格的人员提供教育计划（包括继续教育）的发展至关重要，这可以通过明确牙科专业和更广泛的公众所期望的技能、知识和行为来实现。
共进行了 19 次单独的定性访谈。访谈参与者包括临床演示者（n=9；2 名口腔健康治疗师；5 名牙医；2 名修复技师）、牙科课程负责人（n=4）、大型雇主代表（n=2）和消费者（n=4）。根据这一组不同的受访者，牙科学生在他们的正规学习和教学活动中获得了足够的理论和基于证据的信息，这使他们为成为牙科专业人员做好了实践准备。没有特定的临床领域或程序被强调为主要关注点。尽管如此，还是确定了一些需要进一步培训和巩固的特定毕业生技能，包括需要更高水平经验的领域。尽管如此，受访者表示，新毕业生已经意识到自己的局限性，并培养了自律和职业道德，这使他们能够识别自己没有经验或专业知识安全提供护理的情况/情况。
从观察者的角度来看，牙科学生在正规的学习和教学活动中似乎已经获得了足够的理论和基于证据的信息，使他们能够安全地开始作为牙科专业人员执业。确定了新毕业生准备不足的领域，以及可能需要过渡支持的领域。
