Ghaemi-Amiri Maryam, Mirzapour Abouzar, Gholinia Hemmatollah, Sistani Mohammad Mehdi Naghibi
Department of Medical Sciences Education Development, Education Development Center, Babol University of Medical Sciences, Babol, Iran.
Dental Student, Student Research Committee, Babol University of Medical Sciences, Babol, Iran.
J Dent Educ. 2024 Dec;88(12):1625-1633. doi: 10.1002/jdd.13676. Epub 2024 Aug 7.
Competency-based education is recognized for evaluating dental students' knowledge and skills. However, practical management training, which is the hands-on education and experience in managing operations and patient interactions, does not align fully with this framework. This study aims to assess professional competence and related factors among dental students using self-assessment, contributing to dental education literature, and identifying areas for improvement.
A cross-sectional study included 50 total senior dental students from a top-ranked dental school. With a response rate of 100%, data were collected using a structured questionnaire with three sections: personal information, self-assessment of professional competency, and factors influencing competency. Statistical analysis, including descriptive statistics and tests like Chi-square and ANOVA, analyzed the data.
The average self-reported professional competence score was 71.15 with a standard deviation of 3.05. Associations between age, gender, grade point average (GPA), and self-reported professional competence were assessed, with no significant links found (p > 0.05). Influential factors included interaction with clinical instructors (69.24%) and interest in dentistry (67.03%). No significant differences in self-reported professional competence were observed among students residing on-campus versus off-campus.
Age, gender, and GPA do not significantly impact dental students' self-reported professional competence. Positive interaction with instructors and interest in dentistry contribute to skill development. Practical experience and effective educational relationships are crucial. Dental education institutions should improve clinical competence by fostering strong student-instructor relationships, increasing hands-on clinical training, and fostering student interest in dentistry.
基于能力的教育在评估牙科学生的知识和技能方面得到认可。然而，实践管理培训，即管理运营和患者互动方面的实践教育和经验，与该框架并不完全契合。本研究旨在通过自我评估来评估牙科学生的专业能力及相关因素，为牙科教育文献做出贡献，并确定改进领域。
一项横断面研究纳入了一所顶尖牙科学院的50名高年级牙科学生。回复率为100%，使用包含三个部分的结构化问卷收集数据：个人信息、专业能力自我评估以及影响能力的因素。通过包括描述性统计和卡方检验、方差分析等测试在内的统计分析对数据进行分析。
自我报告的专业能力平均得分为71.15，标准差为3.05。评估了年龄、性别、平均绩点（GPA）与自我报告的专业能力之间的关联，未发现显著联系（p>0.05）。影响因素包括与临床教师的互动（69.24%）和对牙科的兴趣（67.03%）。在校内和校外居住的学生之间，自我报告的专业能力未观察到显著差异。
年龄、性别和GPA对牙科学生自我报告的专业能力没有显著影响。与教师的积极互动和对牙科的兴趣有助于技能发展。实践经验和有效的教育关系至关重要。牙科教育机构应通过加强师生关系、增加实践临床培训以及培养学生对牙科的兴趣来提高临床能力。
