Jazzar Ahoud, Gadi Rawan, Rajeh Mona, AlDehlawi Hebah, Alhamed Sana, Badeeb Tahani
Department of Oral Diagnostic Sciences, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Dental Public Health, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia.
Adv Med Educ Pract. 2024 Dec 23;15:1271-1283. doi: 10.2147/AMEP.S482341. eCollection 2024.
This study aimed to investigate how dental students at King Abdulaziz University Faculty of Dentistry transitioned from pre-clinical to clinical instruction and how this change affected their learning outcomes. Understanding this transition was crucial to identify the challenges faced by students and the support they required.
A mixed-methods approach was utilized, combining qualitative insights from focus group discussions with quantitative data from surveys. Focus groups gathered detailed student experiences regarding their transition, while surveys measured workloads, anxiety levels, and perceptions of clinical competence.
The results showed that students have a lot of difficulties because of their heavier workloads, higher levels of anxiety, and the need for better integration of academic knowledge with practical abilities. Concerns over clinical competence and the necessity of improving communication with patients and healthcare teams are other characteristics of the transition phase. The findings highlighted how important structured support networks are for reducing transition-related stress and improving students' readiness for clinical duties. These networks include peer mentorship, orientation programs, and customized curriculum modifications.
The study emphasized the value of early exposure to clinical settings and the inclusion of soft skill development in the curriculum, such as empathy and communication. The research advocated for comprehensive reforms in dental education, emphasizing the need for a holistic approach that addresses both the academic and emotional well-being of students. Dental faculties can contribute to the development of more competent and self-assured dental practitioners by improving support systems and incorporating practical experiences earlier in the educational timeline.
本研究旨在调查阿卜杜勒阿齐兹国王大学牙科学院的牙科学生如何从临床前教学过渡到临床教学，以及这种转变如何影响他们的学习成果。了解这一过渡对于确定学生面临的挑战以及他们所需的支持至关重要。
采用混合方法，将焦点小组讨论的定性见解与调查的定量数据相结合。焦点小组收集了学生关于他们过渡的详细经历，而调查则测量了工作量、焦虑水平和对临床能力的看法。
结果表明，由于工作量增加、焦虑程度提高以及学术知识与实践能力更好整合的需求，学生面临诸多困难。对临床能力的担忧以及改善与患者和医疗团队沟通的必要性是过渡阶段的其他特征。研究结果强调了结构化支持网络对于减轻与过渡相关的压力以及提高学生临床工作准备程度的重要性。这些网络包括同伴指导、迎新计划和定制的课程修改。
该研究强调了早期接触临床环境的价值以及在课程中纳入软技能培养，如同情心和沟通能力。该研究主张对牙科教育进行全面改革，强调需要一种全面的方法来解决学生的学术和情感健康问题。牙科院校可以通过改善支持系统并在教育时间表中更早地纳入实践经验，为培养更有能力和自信的牙科从业者做出贡献。
