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Updated: Jul 27, 2026

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Oral Health Assessment by Lay Personnel for Older Adults
Published on: February 2, 2020
安全从业人员框架:必须将心理社会子课程纳入牙科教育中
Luke J Dawson1, Kathryn Fox2, Marina Harris3
1Professor of Dental Education, School of Dentistry, Faculty of Health and Life Sciences, University of Liverpool, Liverpool, UK. ldawson@liverpool.ac.uk.
British dental journal
|March 28, 2025
概括
牙科学校必须支持学生的心理社会发展,因为欠发达的技能会影响学习,心理健康和患者安全. 拟议的子课程旨在将这些基本技能纳入牙科教育.
科学领域:
- 牙科教育 牙科教育
- 心理社会发展
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 牙科学校的目标是培养有能力的专业人士,擅长自我调节的学习.
- 目前的牙科课程往往忽视心理社会技能,假设这些技能存在于新来的学生中.
- 医疗保健学生中发展不足的心理社会技能会对学习,心理健康和患者安全产生负面影响.
研究的目的:
- 突出牙科学生心理社会技能发展的关键需求.
- 探索影响学生心理社会技能的社会,学术和环境因素.
- 为牙科教育提出心理社会子课程和实施框架.
主要方法:
- 关于牙科教育中的自我调节学习和心理社会技能的文献综述.
- 分析欠发达的心理社会技能对学生学习和幸福感的影响.
- 为牙科课程量身定制的心理社会子课程的概念化.
主要成果:
- 许多医疗保健专业的学生,包括牙科专业的学生,都进入了缺乏心理社会技能的课程.
- 这些缺陷可能会阻碍学术进步,影响心理健康,并对患者安全构成风险.
- 一个结构化的心理社会子课程是必要的,以解决这些发展差距.
结论:
- 整合心理社会技能发展对于牙科教育至关重要.
- 了解学生的背景是有效的心理社会支持的关键.
- 专门的子课程和框架可以提高牙科专业人员的整体能力和福祉.
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