Gaballah Kamis, Ali Kamran, Zahra Daniel, Ibrahim Eteman
Department of Oral and Maxillofacial Surgery, University of Sharjah, Sharjah, UAE.
QU Health College of Dental Medicine, Qatar University, Doha 2713, Qatar.
Int J Dent. 2025 Feb 28;2025:9065801. doi: 10.1155/ijod/9065801. eCollection 2025.
Undergraduate dental education aims to equip students with scientific knowledge, clinical skills, and behavioral attributes to prepare them for a career in independent dental practice after graduation. The purpose of this study was to compare self-reported preparedness of undergraduate dental students with evaluations by their clinical supervisors. A probability sampling technique was used to recruit final year dental students at a university in the Middle East. Preparedness of the students was assessed using a previously validated dental preparedness assessment scale encompassing 50 core clinical skills (Part A) as well as cognitive attributes and behavioral skills (Part B). The participating students were also evaluated by their clinical supervisors. A total of 52 of the 70 students invited provided their responses, yielding a response rate of 74.28%. In addition, four clinical supervisors also evaluated the preparedness of the participants. The mean student ratings of their preparedness were significantly higher than ratings provided by their supervisors for Part A, (93.13) = 7.48, < 0.001; Part B, (101.46) = 7.25, < 0.001; and overall, (98.48) = 8.25, < 0.001. This study compared students' self-perceived preparedness for dental practice with evaluations by their supervisors. The students rated their preparedness to be higher compared to the evaluations by their supervisors, indicating weak correlations between self-perceived preparedness and supervisors' evaluation. Nevertheless, evaluation by supervisors provides a powerful tool for students to compare their self-assessment and reflect on their strengths and weaknesses for work readiness after graduation.
本科牙科教育旨在使学生具备科学知识、临床技能和行为特质，为他们毕业后独立从事牙科实践工作做好准备。本研究的目的是比较本科牙科学生自我报告的准备情况与临床督导员的评估结果。采用概率抽样技术，招募了中东一所大学的最后一年牙科学生。使用先前验证过的牙科准备情况评估量表对学生的准备情况进行评估，该量表涵盖50项核心临床技能（A部分）以及认知特质和行为技能（B部分）。参与研究的学生也由他们的临床督导员进行评估。在邀请的70名学生中，共有52名学生提供了回复，回复率为74.28%。此外，四名临床督导员也对参与者的准备情况进行了评估。学生对自己准备情况的平均评分显著高于督导员给出的评分，A部分，t(93.13)=7.48，p<0.001；B部分，t(101.46)=7.25，p<0.001；总体而言，t(98.48)=8.25，p<0.001。本研究比较了学生对牙科实践的自我认知准备情况与督导员的评估结果。与督导员的评估相比，学生对自己准备情况的评分更高，这表明自我认知准备情况与督导员评估之间的相关性较弱。然而，督导员的评估为学生提供了一个有力的工具，用于比较他们的自我评估，并反思自己毕业后工作准备的优势和劣势。
