Khalaf Khaled, El-Kishawi Mohamed, Al Kawas Sausan
College of Dental Medicine, University of Sharjah, Sharjah, UAE.
Institute of Dentistry, University of Aberdeen, Aberdeen, United Kingdom.
Eur J Dent. 2023 May;17(2):365-373. doi: 10.1055/s-0042-1743153. Epub 2022 Jun 7.
The aim of this study was to evaluate senior students' and dental graduates' perception of professionalism as defined by international regulatory bodies and to assess students' ability to apply such knowledge in clinical-based scenarios.
Knowledge of professional competencies was conducted using a survey based on domains of professionalism for a newly qualified general dental practitioner as defined by international regulatory bodies. This survey consists of 32 items addressing participants' perception of three domains of professionalism. Application of the perceived professional competencies was tested by asking participants to answer questions following the observation of a clinical-based scenario video where participants needed to identify issues related to professional, ethical, and communication skills, which were embedded in the scenarios.
Differences were analyzed using ANOVA and t-tests (<0.05).
Data from 146 participants showed no significant differences in the survey scores between the participants' professional levels, place of practice, age groups, and genders. Analyses of correlation between the different domains of professionalism showed significant relationships between pair-wise comparisons of the total domain scores. Paired -tests revealed that the mean score percentage for each of the three domains of professionalism was significantly higher than the responses reported in the relevant clinical-based scenario questions.
This indicates that all domains of professionalism contributed in a similar way to their overall assessment. Furthermore, our findings show that dental practitioners may not be able to apply their knowledge of professionalism in real-life scenarios. This suggests that teaching professionalism at the early stages of the dental curriculum should incorporate innovative approaches to mimic real-life scenarios.
本研究旨在评估高年级学生和牙科毕业生对国际监管机构所定义的专业精神的认知，并评估学生在基于临床的场景中应用此类知识的能力。
基于国际监管机构为新获得资格的普通牙科从业者所定义的专业精神领域，通过一项调查来了解专业能力知识。该调查由32个项目组成，涉及参与者对专业精神三个领域的认知。通过让参与者观看一段基于临床的场景视频后回答问题，来测试他们对所感知的专业能力的应用，在这些场景中嵌入了与专业、伦理和沟通技巧相关的问题，参与者需要识别这些问题。
使用方差分析和t检验（<0.05）分析差异。
146名参与者的数据显示，参与者的专业水平、执业地点、年龄组和性别在调查得分上没有显著差异。对专业精神不同领域之间的相关性分析表明，各领域总分的两两比较之间存在显著关系。配对检验显示，专业精神三个领域中每个领域的平均得分百分比显著高于在相关基于临床的场景问题中报告的回答。
这表明专业精神的所有领域对其总体评估的贡献方式相似。此外，我们的研究结果表明，牙科从业者可能无法在现实生活场景中应用他们的专业精神知识。这表明在牙科课程的早期阶段教授专业精神时应采用创新方法来模拟现实生活场景。
