Maneechot Kulchaya, Piyawannarat Pasin, Pornkraisri Siphalath, Limpuangthip Nareudee, Chuenjitwongsa Supachai
Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand.
Department of Prosthodontics, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand.
BMC Oral Health. 2025 Sep 26;25(1):1461. doi: 10.1186/s12903-025-06865-8.
Acquiring competency in restorative dentistry (RD) and fixed prosthodontics (FP) is challenging for undergraduate dental students due to the presence of threshold concepts and tacit knowledge. The aim of this study was to identify the threshold concepts (knowledge barriers) and tacit knowledge (skill development barriers) necessary for achieving competencies in RD and FP using quantitative and qualitative approaches. The strategies for attaining these competencies were also proposed.
The present study adopted a critical-theorist mixed-method study design, using quantitative and qualitative approaches. The participants were third- to sixth-year dental students, and recent graduates. An online questionnaire was used to investigate the knowledge and skill required for achieving competency and barriers in RD and FP. Four focus group interviews were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis.
A total of 275 dental students and recent graduates completed online questionnaires (56.8% response rate), and 28 of them participated in focus group interviews. The threshold concepts for RD comprised restorative techniques, covering cavity preparation design and restorative material selection. The tacit knowledge for RD was caries removal. Threshold concepts for FP focused on resin cement and treatment planning, including crown and bridge design and restorative material selection. The tacit knowledge for FP encompassed tooth or cavity preparation and material handling. Observing the actual work situations and the educators' ability to articulate and clarify are crucial to overcome these barriers. Furthermore, working and practicing in real clinical situations was the most important factor for enhancing practical skill.
Developing competency in RD and FP requires integrating knowledge and skill. Barriers to competency development were identified based on threshold concepts and tacit knowledge. To enhance learning and competency development, focus should be placed on three components, including learners, teaching materials, and educators.
由于存在阈值概念和隐性知识，对于本科牙科学生而言，掌握牙体修复学（RD）和固定修复学（FP）的能力具有挑战性。本研究的目的是采用定量和定性方法，确定在牙体修复学和固定修复学中实现能力所需的阈值概念（知识障碍）和隐性知识（技能发展障碍）。还提出了获得这些能力的策略。
本研究采用批判性理论混合方法研究设计，使用定量和定性方法。参与者为三年级至六年级的牙科学生以及近期毕业生。通过在线问卷调查牙体修复学和固定修复学中实现能力所需的知识和技能以及障碍。进行了四次焦点小组访谈以收集深入信息。使用描述性统计和主题分析对数据进行分析。
共有275名牙科学生和近期毕业生完成了在线问卷（回复率为56.8%），其中28人参加了焦点小组访谈。牙体修复学的阈值概念包括修复技术，涵盖窝洞预备设计和修复材料选择。牙体修复学的隐性知识是龋病去除。固定修复学的阈值概念集中在树脂粘结剂和治疗计划，包括冠桥设计和修复材料选择。固定修复学的隐性知识包括牙齿或窝洞预备以及材料处理。观察实际工作情况以及教育工作者清晰阐述和解释的能力对于克服这些障碍至关重要。此外，在实际临床环境中工作和实践是提高实践技能的最重要因素。
培养牙体修复学和固定修复学的能力需要整合知识和技能。基于阈值概念和隐性知识确定了能力发展的障碍。为了加强学习和能力发展，应关注三个方面，包括学习者、教材和教育工作者。
