Department of Social Dentistry, São Paulo State University (Unesp), School of Dentistry, Araraquara, SP, Brazil.
Department of Morphology and Children's Clinic, São Paulo State University (Unesp), School of Dentistry, Araraquara, SP, Brazil.
PLoS One. 2023 Mar 9;18(3):e0282718. doi: 10.1371/journal.pone.0282718. eCollection 2023.
This study aimed to evaluate the perceptions of third-year dental students regarding the application of ergonomic principles in the transition between preclinical and clinical training in Restorative Dentistry.
We conducted a qualitative observational cross-sectional study. The sample consisted of forty-six third-year dental students at São Paulo State University (Unesp), School of Dentistry, Araraquara. Data was collected using an individual interview recorded on a digital voice recorder. A script containing questions related to the process of adaptation of students to clinical care with a view to ergonomic work posture was used. Data analysis was based on the quali-quantitative technique of Discourse of the Collective Subject (DCS), using Qualiquantisoft®.
Most students (97.80%) perceived the need for an adaptation period in the transition from the preclinic to the clinic regarding ergonomic posture requirements; a part of them (45.65%) claimed that they still could not adapt, primarily due to the difference between the laboratory and clinic in the workstation (50.00%). Some students suggested longer preclinical training in a clinical environment to facilitate this transition (21.74%). The dental stool (32.60%) and the dental chair (21.74%) were the external factors that contributed most to making this transition difficult. The difficulty of the restorative dentistry procedure (10.87%) also interfered with posture. Additionally, the most challenging ergonomic posture requirements in the transition period were maintaining 30 to 40 cm between the patient's mouth and operator's eyes (45.65%), positioning the patient in the dental chair correctly (15.22%), and working with the elbows close to the body (15.22%).
Most students perceived the need for an adaptation period in the preclinical transition to the clinic, attributing difficulties to adopt the ergonomic posture requirements, to use the workstation and to perform the procedures on real patients.
本研究旨在评估三年级牙科学员对修复牙科临床前与临床培训过渡期应用人体工程学原理的认知。
我们进行了一项定性观察性横断面研究。样本由来自圣保罗州立大学（Unesp）牙科学院，阿雷格里港的 46 名三年级牙科学员组成。使用包含与临床护理适应过程中有关人体工程学工作姿势问题的个体访谈记录，收集数据。数据分析基于话语的集体主体（DCS）的定性定量技术，使用 Qualiquantisoft®。
大多数学生（97.80%）认为在从临床前过渡到临床时需要适应一段时间，以满足人体工程学姿势要求；其中一部分学生（45.65%）表示他们仍然无法适应，主要是由于工作场所（50.00%）在实验室和临床之间存在差异。一些学生建议在临床环境中延长临床前培训，以促进这种过渡（21.74%）。牙科工作凳（32.60%）和牙科椅（21.74%）是导致过渡困难的最大外部因素。修复牙科手术的难度（10.87%）也影响了姿势。此外，在过渡期，人体工程学姿势要求最具挑战性的是保持患者口腔与操作人员眼睛之间 30 到 40 厘米的距离（45.65%）、正确定位患者在牙科椅上（15.22%）和将肘部靠近身体（15.22%）。
大多数学生认为在临床前过渡到临床时需要适应期，他们认为难以适应人体工程学姿势要求，难以使用工作场所和在真实患者身上进行操作。
