探索门概念,默认知识和恢复性牙科和固定假牙能力的策略:在本科牙科学生中进行的一项混合方法研究
Kulchaya Maneechot1, Pasin Piyawannarat1, Siphalath Pornkraisri1
1Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand.
BMC oral health
|September 27, 2025
概括
牙科学生在修复性牙科 (RD) 和固定假牙 (FP) 面临挑战,因为知识和技能障碍. 识别这些门概念和默认知识,以及实际经验,是能力发展的关键.
科学领域:
- 牙科教育 牙科教育
- 恢复性牙科 恢复性牙科
- 固定牙科 固定牙科 固定牙科
背景情况:
- 本科牙科教育在恢复性牙科 (RD) 和固定假牙 (FP) 方面取得能力方面存在挑战.
- 门概念和默认知识是这些牙科领域技能获取的重大障碍.
- 这项研究旨在确定这些障碍,并提出能力获得的策略.
研究的目的:
- 在研发和FP中确定门概念 (知识障碍).
- 在研发和FP中识别隐性知识 (技能发展障碍).
- 提出提高牙科学生在RD和FP方面的能力的策略.
主要方法:
- 一个批判理论混合方法设计,结合了定量和定性方法.
- 在线调查问卷向三年级到六年级的牙科学生和最近毕业的毕业生进行管理.
- 与参与者进行焦点小组采访,以收集深入的见解,随后进行描述性统计和主题分析.
主要成果:
- 研究和开发的门概念包括腔室准备设计和材料选择;默认的知识包括去除.
- 对于FP的门概念集中在树脂水泥和处理计划上;默认的知识包括牙准备和材料处理.
- 观察临床工作,教育工作者澄清和在实际临床环境中的实践经验对于克服障碍和提高技能至关重要.
结论:
- 在R&D和FP方面的能力需要整合理论知识和实践技能.
- 门概念和默认知识是牙科学生能力发展的关键障碍.
- 提高学习和能力需要专注于学习者,教材和教育工作者.
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