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对牙科学生的专业能力和影响因素的自我评估
Maryam Ghaemi-Amiri1, Abouzar Mirzapour2, Hemmatollah Gholinia3
1Department of Medical Sciences Education Development, Education Development Center, Babol University of Medical Sciences, Babol, Iran.
牙科学生 牙科的学生
科学领域:
- 牙科教育 牙科教育
- 专业能力评估 专业能力评估
背景情况:
- 基于能力的教育 (CBE) 是评估牙科学生知识和技能的标准.
- 牙科教育中的实际管理培训并不完全符合CBE框架.
- 自我评估是评估牙科学生专业能力的关键工具.
研究的目的:
- 通过自我评估,评估牙科学生的专业能力和影响因素.
- 为牙科教育知识体系做出贡献.
- 确定牙科学生培训需要改进的领域.
主要方法:
- 一项涉及50名来自一所领先牙科学院的牙科高级学生的横截面研究.
- 通过结构化问卷收集数据,评估个人信息,自我认知能力和影响因素.
- 统计分析包括描述性统计,奇平方测试和ANOVA来分析自我报告的能力数据.
主要成果:
- 平均自我报告的专业能力得分为71.15 (SD=3.05).
- 没有发现年龄,性别或GPA与自我报告的专业能力 (p>0.05) 之间有显著的关联.
- 主要影响因素包括与临床教师的互动 (69.24%) 和对牙科的兴趣 (67.03%).
结论:
- 年龄,性别和GPA并没有显著影响牙科学生自我报告的专业能力.
- 积极的学生教师互动和对牙科的强烈兴趣对于技能发展至关重要.
- 提高临床能力需要加强教育关系,增加实践培训,促进学生参与.
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