C Frese1, D Wolff1, D Saure2, H J Staehle1, A Schulte3. 1. Department of Conservative Dentistry, School of Dental Medicine, University Hospital Heidelberg, Heidelberg, Germany. 2. Institute of Medical Biometry and Informatics, Ruprecht Karls University, Heidelberg, Germany. 3. Division for Special Care Dentistry, School of Dentistry, Faculty of Health, University of Witten/Herdecke, Witten, Germany.
Abstract
INTRODUCTION: This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. MATERIALS AND METHODS: At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. RESULTS: The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. CONCLUSION: In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum.
INTRODUCTION: This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. MATERIALS AND METHODS: At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. RESULTS: The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. CONCLUSION: In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum.
Authors: Katarzyna Mocny-Pachońska; Rafał J Doniec; Sylwia Wójcik; Szymon Sieciński; Natalia J Piaseczna; Konrad M Duraj; Ewaryst J Tkacz Journal: Int J Environ Res Public Health Date: 2021-04-22 Impact factor: 3.390
Authors: Mohammad R Rayyan; Marwa El Elagra; Alanoud M Alqahtani; Shatha A Alhomoud; Abdulmohsen M Almutair; Khaled I Bin Razin; Mohammed F Aldossary; Abdulhadi A Alanazi Journal: J Family Med Prim Care Date: 2022-05-14
Authors: Wei How Darryl Ang; Shefaly Shorey; Zhongjia James Zheng; Wai Hung Daniel Ng; Emmanuel Chih-Wei Chen; Lubna Binte Iskhandar Shah; Han Shi Jocelyn Chew; Ying Lau Journal: Int J Environ Res Public Health Date: 2022-10-05 Impact factor: 4.614