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积极学习策略,以提高牙科学生在临床前恢复性牙科方面的技能
Syed Zubairuddin Ahmed1, Philline M Deraney2, Shazia Ahmad Sadaf3
1Department of Restorative Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Ar Rākah, Saudi Arabia.
European journal of dentistry
|May 7, 2025
概括
行动研究和积极学习策略改善了牙科学生的临床前恢复性牙科技能. 虽然学生报告了高满意度和学习收益,但需要进一步的研究来优化课程组织和临床应用.
科学领域:
- 牙科教育 牙科教育
- 恢复性牙科 恢复性牙科
- 教育心理学教育心理学
背景情况:
- 实际评估对于牙科学生的临床能力发展至关重要.
- 临床前恢复性牙科课程需要有效的教学策略来获得技能.
- 行动研究 (AR) 和积极学习提供了潜在的教学改进.
研究的目的:
- 评估AR和积极学习对临床前恢复性牙科学生成绩的影响.
- 为了评估学生的满意度和学习成果与复合腔的准备技术相关.
- 确定在实施这些战略方面需要改进的领域.
主要方法:
- 一项为期10周的混合方法研究,涉及58名第三年牙科学生.
- 干预侧重于使用AR和主动学习的复合腔室准备.
- 通过观察,调查,海报展示,绩效评估和同行评估收集数据.
- 使用SPSS-20.0进行量化分析,并进行单个样本t测试 (利克尔特尺度上的截止值为3.6).
主要成果:
- 调查显示了高的内部可靠性 (克朗巴赫的α=0.91).
- 通过演讲和同行评估,学生对主题相关性 (90%) 和学习成果 (p < 0.05) 表示显著满意度.
- 在活动组织 (p = 0.526),临床实践影响 (p = 0.072) 或跨课程适用性 (p = 0.671) 方面没有发现显著差异.
结论:
- 增强辅助和积极学习策略对学生在临床前牙科教育中的学习和成绩产生积极影响.
- 学生的参与和参与是这些教学方法成功的关键驱动力.
- 进一步的研究应侧重于优化组织方面,增强干预措施的临床相关性.
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