Vann W F, May K N, Shugars D A
J Dent Educ. 1981 Sep;45(9):567-75.
Acquisition of psychomotor skills is one of the most important educational tasks in dental education; yet, there has been little systematic research in this area. This investigation compared a traditional method of teaching psychomotor skills with an experimental method. The investigation was conducted in a preclinical restorative dentistry laboratory course. Eighty-eight freshman students were randomly assigned to an experimental (n = 44) or control group (n = 44); instructors (n = 4) were randomly assigned to each group. The control group was taught using the traditional method used at the University of North Carolina School of Dentistry at Chapel Hill; the experimental group was taught using a guided systematic approach that relied on detailed checklists and exhaustive faculty feedback. Dependent variables measured were quality of performance on laboratory practical examinations, time required to complete practical examinations, and time required to complete the course. Results suggest that this experimental approach has promise for psychomotor skill teaching and learning in dentistry.
获得心理运动技能是牙科教育中最重要的教育任务之一；然而，该领域的系统研究很少。本研究将心理运动技能的传统教学方法与实验方法进行了比较。研究在临床前修复牙科实验室课程中进行。88名新生被随机分为实验组（n = 44）或对照组（n = 44）；4名教师被随机分配到每个组。对照组采用北卡罗来纳大学教堂山分校牙科学院使用的传统方法进行教学；实验组采用一种基于详细清单和详尽教师反馈的引导式系统方法进行教学。测量的因变量包括实验室实践考试的表现质量、完成实践考试所需的时间以及完成课程所需的时间。结果表明，这种实验方法在牙科心理运动技能教学方面具有前景。
