Khattak Osama, Ganji Kiran Kumar, Iqbal Azhar, Altassan Mosa, Khan Farida Habib, Anis Rabia
Department of Restorative Dental Sciences, Jouf University, Sakaka, Aljouf, Saudi Arabia.
Department of Preventive Dentistry, Jouf University, Sakaka, Aljouf, Saudi Arabia.
PeerJ. 2024 Sep 10;12:e18019. doi: 10.7717/peerj.18019. eCollection 2024.
To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum.
This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions.
In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (β = 0.292, = 0.012), "Workload" (β = -0.203, = 0.393) and "Patient Interaction" (β = 0.443, = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, < 0.05).
The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.
评估在基于结果的课程体系中影响牙科学生从临床前课程过渡到临床课程的因素。
这项横断面研究对朱夫大学牙科学院口腔外科医学学士（BDS）项目三、四年级的牙科学生进行了调查。该研究经伦理批准，并由G Power软件计算样本量，采用经预试验验证的改良问卷来评估五个领域。使用SPSS v.25对李克特量表的回答进行分析，以揭示临床工作量、患者互动和学习体验方面的见解。多元回归分析用于评估临床技能应用、工作量、向临床过渡以及患者互动对学习体验和累积平均绩点（CGPA）的影响。曼-惠特尼U检验比较了两个独立样本的秩，对异常值不太敏感，更适合非正态分布的数据。
在本研究中，参与者的回复率为70%。该项目三、四年级共有44名牙科学生完成了调查。多元回归分析表明，预测因素共同解释了学习体验中36.1%的方差（调整R = 0.361）。“向临床过渡”对学习体验有显著的正向影响（β = 0.292，P = 0.012），“工作量”（β = -0.203，P = 0.393）和“患者互动”（β = 0.443，P = 0.168）不是显著的预测因素。曼-惠特尼U检验显示，在向临床过渡、工作量、患者互动、临床技能应用和学习体验方面，性别之间没有显著差异（U = 33.09至 -40.33，P > 0.05），但三年级和四年级学生在向临床过渡方面存在显著差异（U = 31.56至 -43.24，P < 0.05）。
本研究结果表明，向临床培训的过渡可能很复杂，并且多个因素会对这一过程产生影响。拥有促进向临床学习环境过渡的支持系统至关重要。
