Feil P H, Gatti J J
Department of Behavioral Science, University of Missouri-Kansas City, School of Dentistry 64108.
J Dent Educ. 1993 Aug;57(8):628-33.
While several investigations assessing applications of contemporary motor learning theory to preclinic laboratory instruction have been successful, they provide only indirect and incomplete validation of theoretical constructs. This study's purpose was to further evaluate the validity of salient constructs through the use of a validation technique called verbal self-reporting, and to describe applications for dental education. Subjects were videotaped completing a preparation. Later, the tape was replayed and a structured interview used to stimulate recall of mental processes that occurred during the preparation. Transcribed self-reports were classified by two calibrated raters into categories corresponding to the constructs of interest. Results confirm many of the constructs' characteristics. Subjects reported that they a) defined the desired outcome in detail before beginning production; b) defined performance strategies that would be useful for different aspects of the preparation; c) constantly generated knowledge of results during the course of production in order to directly assess the adequacy of the product; and d) generated knowledge of performance as an indirect assessment of product acceptability especially when visual access was impeded. These results support previous applications of the theory to dentistry and have important implications for the improvement of instruction in preclinic laboratory courses.
虽然几项评估当代运动学习理论在临床前实验室教学中应用的调查取得了成功，但它们只是对理论结构进行了间接和不完整的验证。本研究的目的是通过使用一种称为言语自我报告的验证技术来进一步评估显著结构的有效性，并描述其在牙科教育中的应用。对受试者完成一项操作的过程进行录像。随后，回放录像，并通过结构化访谈来激发受试者回忆操作过程中发生的心理过程。两名经过校准的评分者将转录的自我报告分类到与感兴趣的结构相对应的类别中。结果证实了许多结构的特征。受试者报告称，他们a）在开始操作前详细定义了期望的结果；b）定义了对操作不同方面有用的表现策略；c）在操作过程中不断生成结果知识，以便直接评估产品的充分性；d）生成表现知识作为对产品可接受性的间接评估，尤其是在视觉观察受阻时。这些结果支持了该理论先前在牙科领域的应用，并对改进临床前实验室课程的教学具有重要意义。
