The Impact of Clinical Teacher: The Dental Students' Perception

Compendium of Oral Science Pub Date : 2021-09-01 DOI:10.24191/cos.v8i0.17484

NA Noor Affendy, S. Mohd Zol, NM Abdullah Al-Jaf, MI Abu Hassan, H. Abdul Ghani, IY Noviaranny

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Abstract

Aims: This study aims to evaluate the impact of the clinical teachers and the effectiveness of their supervisory skills in clinical settings from the dental students’ perception using the cognitive apprenticeship model. Materials and Methods: A total of 273 undergraduate clinical dental students, from Faculty of Dentistry UiTM, were asked to complete the modified and validated Maastricht Clinical Teaching Questionnaire (MCTQ) which consists of twenty-seven questions distributed on seven domains: Modelling, Coaching, Scaffolding, Articulation, Reflection, Exploration and General Learning Environment. The responses were descriptively analysed. Results: The clinical experience of 162 dental students, who responded, was evaluated. Overall, the students conveyed positive and neutral perceptions of their clinical experience in all criteria of the seven domains. Articulation domain showed the highest positive feedback (93.5%) while the general learning environment domain showed the highest negative feedback (28.1%). Conclusions: The clinical experience and the impact of the clinical teachers were mostly satisfactory. Further improvements of the clinical environment can be achieved regarding the areas of concern.

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临床教师的影响:牙科学生的认知

目的:本研究旨在运用认知学徒模型，从牙科学生的感知出发，评估临床教师及其督导技能对临床环境的影响及其有效性。材料与方法:对273名来自UiTM牙科学院的临床牙科本科学生进行调查，要求他们完成修改并经过验证的马斯特里赫特临床教学问卷(MCTQ)，该问卷由27个问题组成，分布在七个领域:建模、指导、框架、发音、反思、探索和一般学习环境。对调查结果进行描述性分析。结果:对162名回应的牙科学生的临床经验进行评估。总体而言，学生在七个领域的所有标准中表达了对他们临床经验的积极和中立的看法。发音领域的正反馈最高(93.5%)，而一般学习环境领域的负反馈最高(28.1%)。结论:临床教师的临床经验和效果令人满意。临床环境的进一步改善可以在关注的领域实现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Compendium of Oral Science

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