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Bullying in US dental education—Conversations with colleagues 美国牙科教育中的欺凌--与同事的对话。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-12 DOI: 10.1002/jdd.13798
Romesh P. Nalliah DDS, MHCM, FRSPH, FACD, Hiroe Ohyama DMD, MMSc, PhD, Michael S. Reddy DMD, DMSc
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引用次数: 0
Impact of a novel environmental health module on dental students' knowledge and attitudes. 一个新的环境健康模块对牙科学生知识和态度的影响。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-10 DOI: 10.1002/jdd.13802
Karena D Etwaru, Rindala E Fayyad, Donna M Hackley
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引用次数: 0
Optimizing dental students' use of feedback: Validation of a theoretical model. 优化牙科学生对反馈的使用:理论模型的验证。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-09 DOI: 10.1002/jdd.13774
Aziza A Sallam, Bana Abdulmohsen, Janice Ellis

Purpose: A model describing the factors that influence the use of feedback by dental students from three UK dental schools has been proposed. Seven factors that influence feedback utilization were identified. This project aims to test the validity of this model in a larger student population from two UK dental schools in Newcastle upon Tyne and Cardiff.

Methods: An electronic questionnaire was created and circulated to two dental schools. Data from schools were combined and analyzed using SPSS software. A total of 304 responses were analyzed using principal component analysis resulting in the extraction of nine components which were identified as "most important." The Kruskal-Wallis test was used to analyze the correlations of these components with the demographic characteristics of participants.

Results: The nine components were feedback utility, feedback value, credibility, learning approach, the learner's understanding of the feedback's purpose, and its processes, accessibility, future applicability, and institutional processes. According to the Kruskal-Wallis analysis, seven of the components (but not credibility or institutional processes) were found to be influenced by differences in the gender, nationality, and ethnicity of students as well as their previous educational experience. However, no evidence was found that variables such as age, student year group, or religious beliefs affected any of these components.

Conclusion: Some demographic characteristics are more engaged with one or more components than others. Understanding that will help optimizing this model and ultimately benefits students and institutions. The main project's goal was met by the research in validating the previously developed model.

目的:提出了一个模型,描述了影响英国三所牙科学校牙科学生使用反馈的因素。确定了影响反馈利用的七个因素。这个项目的目的是在泰恩河畔纽卡斯尔和卡迪夫的两所英国牙科学校的更大的学生群体中测试这个模型的有效性。方法:制作电子问卷,并在两所牙科学校发放。采用SPSS软件对各学校数据进行综合分析。使用主成分分析共分析了304个响应,从而提取了9个被确定为“最重要”的组件。使用Kruskal-Wallis检验来分析这些成分与参与者人口统计学特征的相关性。结果:反馈效用、反馈价值、可信度、学习方法、学习者对反馈目的的理解、反馈过程、可及性、未来适用性和制度过程共9个组成部分。根据Kruskal-Wallis的分析,七个组成部分(但不包括可信度或制度流程)被发现受到学生性别、国籍和种族差异以及他们以前的教育经历的影响。然而,没有证据表明年龄、学生年级或宗教信仰等变量会影响这些组成部分。结论:一些人口统计学特征与一个或多个成分的关系比其他成分更密切。了解这一点将有助于优化这一模式,并最终使学生和院校受益。通过验证先前开发的模型的研究,实现了主要项目的目标。
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引用次数: 0
Training future dentists: Acquisition of "soft skills" during oral medicine clinical chairside teaching in an undergraduate dental school. 培养未来的牙医:获得“软技能”在口腔医学临床主持教学在本科牙科学校。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-08 DOI: 10.1002/jdd.13797
Neha Thakerar, David Dymock, Konrad Spiteri Staines
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引用次数: 0
Integrating social determinants into routine dental care for a person-centered approach. 将社会决定因素纳入以人为本的常规牙科护理。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-04 DOI: 10.1002/jdd.13794
Jill York, Shawn Kelly, Cheila Garcia
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引用次数: 0
Finances and employment domains are strong determinants when screening for unmet social needs in a predoctoral dental clinic: A preliminary assessment. 财政和就业领域是强大的决定因素时筛选未满足的社会需求在一个博士前牙科诊所:初步评估。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-03 DOI: 10.1002/jdd.13776
Keith A Mays, Isabelle Ouyang, Antea Cooper, Qi Wang

Introduction: Recent efforts by advocates and policy makers have articulated the importance of gaining a deeper understanding of determinants of health to improve health outcomes and reduce health disparities. Social determinants of health (SDOH) are routinely taught in oral health professions curriculum; however, there are limited studies assessing clinical implications. The purpose of this study was to assess the prevalence of SDOH in dental school clinics and associations with socioeconomic and demographic data and health literacy (HL).

Methods: Predoctoral clinical patients were surveyed using a 28-item, using Likert scale, multiple choice, open text, and binary yes/no items. Associations between unmet social needs (USNs) and gender, age, race/ethnicity, annual household income, zip code, and HL were evaluated. The data were descriptively and statistically analyzed (p-values < 0.05).

Results: There were 204 respondents, males (48%) and females (50%), with 2% non-binary reporting 331 USN cumulatively and 76% reporting one or more USN. The greatest domains were employment (27.5%), finance (23.0%), food (27.5%), and transportation (18.6%), with significant associations for employment (p < 0.0001), finance (p < 0.0001), food (p < 0.0001), and transportation (p < 0.0001). A total of 80.79% of the respondents had adequate HL, and individuals with zero and one USN had higher mean HL score versus three USNs (p = 0.0014 and 0.041, respectively).

Conclusion: Screening for USNs in dental clinics is an excellent method to gather non-medical information that can be used to improve health outcomes. Within the limits of this study dental clinic patients have unmet need across the SDOH domains, with the highest in finance, employment, transportation, and food insecurities.

导言:倡导者和决策者最近所做的努力清楚地表明,深入了解健康决定因素对于改善健康结果和减少健康差距的重要性。健康的社会决定因素(SDOH)通常在口腔卫生专业课程中教授;然而,评估临床意义的研究有限。本研究的目的是评估牙科学校诊所的SDOH患病率及其与社会经济、人口统计数据和健康素养(HL)的关系。方法:对博士前临床患者进行问卷调查,问卷共28项,采用李克特量表、多项选择、开放文本和二元是/否选项。未满足的社会需求(USNs)与性别、年龄、种族/民族、家庭年收入、邮政编码和HL之间的关系进行了评估。对数据进行描述性和统计学分析(p值)结果:共有204名受访者,男性(48%)和女性(50%),其中2%的非二进制报告累计331个USN, 76%报告一个或多个USN。最大的领域是就业(27.5%)、金融(23.0%)、食品(27.5%)和交通(18.6%),与就业有显著关联(p结论:在牙科诊所筛查usn是收集可用于改善健康结果的非医疗信息的极好方法。在本研究范围内,牙科诊所患者在SDOH领域的需求未得到满足,在金融、就业、交通和食品不安全方面的需求最高。
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引用次数: 0
How clinical exposure improves dental students' understanding of oral and maxillofacial surgery: A cross-sectional study. 临床暴露如何提高牙科学生对口腔颌面外科的理解:一项横断面研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-30 DOI: 10.1002/jdd.13793
Michael V Joachim, Rami Tabib, Ephraim Shapiro, Amir Laviv

Purpose: To assess dental students' understanding of oral and maxillofacial surgery (OMFS) practice areas and examine changes in referral preferences across their educational progression in Israel.

Methods: A cross-sectional survey was conducted among 349 dental students from two Israeli universities (46.5% response rate). The primary independent variable was the year of study (pre-clinical vs. clinical years). The main outcome variables included perceptions of OMFS scope and referral preferences for various procedures. Covariates included demographics and prior OMFS exposure. Chi-square tests, linear trend analysis, and mediation analysis were performed.

Results: Students in clinical years exhibited a broader understanding of OMFS scope compared to pre-clinical years. Referral preferences to OMFS increased significantly for complex procedures like facial skeletal deformities (46.2% to 61.3%, p = 0.004) and oral cancer (66.2% to 78.9%, p = 0.008). The perception of extractions as the primary OMFS procedure increased from 63.6% in the first year to 77.6% in the sixth year (p = 0.033). Personal and family experiences with OMFS significantly mediated the relationship between year of study and referral tendencies (16.2% of total effect mediated, p < 0.001).

Conclusion: Clinical exposure improves understanding of OMFS capabilities, leading to increased referrals for complex procedures. However, several practice areas remain underrecognized, highlighting the need for improved educational interventions.

目的:评估牙科学生对口腔颌面外科(OMFS)实践领域的理解,并检查他们在以色列教育进程中转诊偏好的变化。方法:对以色列两所大学349名牙科专业学生进行横断面调查,回复率46.5%。主要自变量是研究年份(临床前与临床年份)。主要结果变量包括对OMFS范围的认知和对各种程序的转诊偏好。协变量包括人口统计学和先前的OMFS暴露。卡方检验、线性趋势分析和中介分析。结果:与临床前相比,临床年级的学生对OMFS范围的理解更广泛。对于复杂的手术,如面部骨骼畸形(46.2%至61.3%,p = 0.004)和口腔癌(66.2%至78.9%,p = 0.008),转诊倾向显著增加。认为拔牙是主要的OMFS手术的比例从第一年的63.6%上升到第六年的77.6% (p = 0.033)。个人和家庭的OMFS经历显著调节了学习年限与转诊倾向之间的关系(占总效应的16.2%)。结论:临床暴露提高了对OMFS能力的理解,导致复杂手术的转诊增加。然而,一些实践领域仍未得到充分认识,这突出表明需要改进教育干预措施。
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引用次数: 0
Perception of the value of simulation models by dental anesthesia teachers and implementation of simulation models for teaching. 牙科麻醉教师对模拟模型价值的认识以及模拟模型在教学中的应用。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-21 DOI: 10.1002/jdd.13777
Lilia Mariana Aguila-Sánchez, Josué Roberto Bermeo-Escalona, José Luis Suárez-Franco, Edith Lilia Galindo-Reyes, Mariné Ortiz-Magdaleno, Bernardino Isaac Cerda-Cristerna

Background: A dental anesthesia simulation model (DASM) is a tool for the teaching and learning of local dental anesthesia techniques. We investigated how dental anesthesia teachers (DATs) perceive the value of those tools.

Objective: The objective of this study was to investigate the following: the characteristics of the dental anesthesia curriculum used by DATs in Mexico; the DATs' opinion of ethical issues in the teaching of local dental anesthesia; the DATs' perception of the value of using a DASM to teach local dental anesthesia; and the characteristics of the implementation of a DASM by DATs.

Methods: Dental anesthesia teachers in Mexico answered an online questionnaire with 34 items. The questionnaire had five sections that explored the objective of the study. The results were analyzed with a chi-square test (p < 0.05) or with the Tau-c test (p < 0.05).

Results: One hundred twenty dental anesthesia teachers participated in the study. A total of 37.5% perceived a very high value of using a DASM to teach local dental anesthesia. No significant statistical differences were found when the level of perception was analyzed using the variable of whether the participants used a simulation model for teaching. Half of the participants had access to a simulation model, but only 29.2% used a simulation model for teaching. Most of the participants did not know how to use a DASM for teaching.

Conclusion: Dental anesthesia teachers had a positive perception of simulation models. However, they did not use them, nor were they prepared to use them.

背景:牙科麻醉模拟模型(DASM)是牙科局部麻醉技术的教学工具。我们调查了牙科麻醉教师(DATs)如何看待这些工具的价值:本研究旨在调查以下内容:墨西哥牙科麻醉教师使用的牙科麻醉课程的特点;牙科麻醉教师对局部牙科麻醉教学中的伦理问题的看法;牙科麻醉教师对使用DASM进行局部牙科麻醉教学的价值的认识;以及牙科麻醉教师实施DASM的特点:墨西哥的牙科麻醉教师回答了一份包含 34 个项目的在线问卷。问卷共分五个部分,探讨了本研究的目标。研究结果通过卡方检验(P)进行分析:120 名牙科麻醉教师参与了研究。共有 37.5% 的人认为使用 DASM 进行局部牙科麻醉教学的价值非常高。在使用是否使用模拟模型进行教学这一变量对认知水平进行分析时,没有发现明显的统计学差异。半数学员可以使用模拟模型,但只有 29.2% 的学员使用模拟模型进行教学。大多数参与者不知道如何使用DASM进行教学:结论:口腔麻醉教师对模拟模型有积极的看法。结论:牙科麻醉教师对模拟模型有积极的认识,但他们没有使用模拟模型,也没有做好使用模拟模型的准备。
{"title":"Perception of the value of simulation models by dental anesthesia teachers and implementation of simulation models for teaching.","authors":"Lilia Mariana Aguila-Sánchez, Josué Roberto Bermeo-Escalona, José Luis Suárez-Franco, Edith Lilia Galindo-Reyes, Mariné Ortiz-Magdaleno, Bernardino Isaac Cerda-Cristerna","doi":"10.1002/jdd.13777","DOIUrl":"https://doi.org/10.1002/jdd.13777","url":null,"abstract":"<p><strong>Background: </strong>A dental anesthesia simulation model (DASM) is a tool for the teaching and learning of local dental anesthesia techniques. We investigated how dental anesthesia teachers (DATs) perceive the value of those tools.</p><p><strong>Objective: </strong>The objective of this study was to investigate the following: the characteristics of the dental anesthesia curriculum used by DATs in Mexico; the DATs' opinion of ethical issues in the teaching of local dental anesthesia; the DATs' perception of the value of using a DASM to teach local dental anesthesia; and the characteristics of the implementation of a DASM by DATs.</p><p><strong>Methods: </strong>Dental anesthesia teachers in Mexico answered an online questionnaire with 34 items. The questionnaire had five sections that explored the objective of the study. The results were analyzed with a chi-square test (p < 0.05) or with the Tau-c test (p < 0.05).</p><p><strong>Results: </strong>One hundred twenty dental anesthesia teachers participated in the study. A total of 37.5% perceived a very high value of using a DASM to teach local dental anesthesia. No significant statistical differences were found when the level of perception was analyzed using the variable of whether the participants used a simulation model for teaching. Half of the participants had access to a simulation model, but only 29.2% used a simulation model for teaching. Most of the participants did not know how to use a DASM for teaching.</p><p><strong>Conclusion: </strong>Dental anesthesia teachers had a positive perception of simulation models. However, they did not use them, nor were they prepared to use them.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preclinical dental students and their learning environment: A wellbeing perspective. 临床前牙科学生及其学习环境:从幸福的角度看问题。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-20 DOI: 10.1002/jdd.13778
Tala Maragha, Arnaldo Perez-Garcia, Charles Shuler, Judith Walker, HsingChi von Bergmann

Objectives: Preclinical dental education can challenge students' wellbeing. These challenges are multifaceted and are experienced differently across student populations. However, an in-depth understanding of these challenges and the changes in the students' response to them remains limited. Therefore, this study aims to explore the wellbeing experiences of preclinical dental students and the strategies they developed to maintain their wellbeing over two time points: the academic years 2021/2022 and 2012/2013.

Methods: A case study was conducted using qualitative data from semi-structured interviews with preclinical dental students in 2021/2022. Data were thematically analyzed, and data from the Dental Student Study Habits Survey in 2012/2013 were later used for triangulation.

Results: Fifteen students participated in the interviews. Twenty-four students participated in the 2012/2013 survey in the beginning of the academic year. Three themes emerged-uncertain transitions, challenging interactions, and multifaceted impact and balancing strategies-along with various subthemes. Students in 2012/3013 reported high levels of stress, anxiety, overwhelm, and fatigue during dental school in comparison with other time points, and most students in both periods reported developing physical, phycological, and social strategies to maintain their wellbeing. The lack of time was found to be a barrier for practicing stress management strategies across the two time points.

Conclusion: Students experience several challenges in preclinical dental education that negatively impacts their wellbeing and seem to persist over the past decade. It is important that dental education programs consider inclusive and nurturing teaching approaches in the learning environment to support students' wellbeing and performance.

目的:口腔医学临床前教育会对学生的健康造成挑战。这些挑战是多方面的,不同的学生群体会经历不同的挑战。然而,对这些挑战和学生应对这些挑战的变化的深入了解仍然有限。因此,本研究旨在探讨临床前牙科学生的幸福体验,以及他们在2021/2022学年和2012/2013学年这两个时间点上为保持幸福所制定的策略:方法:通过对2021/2022学年的临床前牙科学生进行半结构化访谈,利用定性数据开展了一项案例研究。对数据进行了主题分析,随后使用了2012/2013学年牙科学生学习习惯调查的数据进行三角测量:15名学生参加了访谈。24 名学生参与了 2012/2013 学年初的调查。访谈中出现了三个主题--不确定的过渡、具有挑战性的互动、多方面的影响和平衡策略--以及不同的次主题。与其他时间点相比,2012/3013 学年的学生在牙科学校期间的压力、焦虑、不知所措和疲劳程度较高,这两个时期的大多数学生都表示制定了生理、心理和社交策略来保持身心健康。在这两个时间点上,缺乏时间被认为是实施压力管理策略的一个障碍:学生们在口腔临床前教育中遇到了一些挑战,这些挑战对他们的健康产生了负面影响,而且在过去十年中似乎一直存在。重要的是,口腔医学教育项目应考虑在学习环境中采用包容性和培养性的教学方法,以支持学生的健康和表现。
{"title":"Preclinical dental students and their learning environment: A wellbeing perspective.","authors":"Tala Maragha, Arnaldo Perez-Garcia, Charles Shuler, Judith Walker, HsingChi von Bergmann","doi":"10.1002/jdd.13778","DOIUrl":"https://doi.org/10.1002/jdd.13778","url":null,"abstract":"<p><strong>Objectives: </strong>Preclinical dental education can challenge students' wellbeing. These challenges are multifaceted and are experienced differently across student populations. However, an in-depth understanding of these challenges and the changes in the students' response to them remains limited. Therefore, this study aims to explore the wellbeing experiences of preclinical dental students and the strategies they developed to maintain their wellbeing over two time points: the academic years 2021/2022 and 2012/2013.</p><p><strong>Methods: </strong>A case study was conducted using qualitative data from semi-structured interviews with preclinical dental students in 2021/2022. Data were thematically analyzed, and data from the Dental Student Study Habits Survey in 2012/2013 were later used for triangulation.</p><p><strong>Results: </strong>Fifteen students participated in the interviews. Twenty-four students participated in the 2012/2013 survey in the beginning of the academic year. Three themes emerged-uncertain transitions, challenging interactions, and multifaceted impact and balancing strategies-along with various subthemes. Students in 2012/3013 reported high levels of stress, anxiety, overwhelm, and fatigue during dental school in comparison with other time points, and most students in both periods reported developing physical, phycological, and social strategies to maintain their wellbeing. The lack of time was found to be a barrier for practicing stress management strategies across the two time points.</p><p><strong>Conclusion: </strong>Students experience several challenges in preclinical dental education that negatively impacts their wellbeing and seem to persist over the past decade. It is important that dental education programs consider inclusive and nurturing teaching approaches in the learning environment to support students' wellbeing and performance.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using implementation science to evaluate longitudinal assessment of entrustable professional activities in dental education 利用实施科学评估口腔医学教育中可归属专业活动的纵向评估。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-20 DOI: 10.1002/jdd.13780
Rocio B. Quinonez DMD, MS, MPH, Cheryl A. Vamos PhD, MPH, Renice Obure MPH, Dilek Çankaya Uyan DDS, PhD, Ashley Tittemore MA, Cristiano Susin DDS, PhD, Angela Broome DDS, MS, Ibrahim Duqum DDS, MS, Marta L. Musskopf DDS, MSD, PhD, Keith Phillips DDS, Denice Stewart DDS, MHSA, Janet M. Guthmiller DDS, PhD

Purpose

To evaluate the implementation of a longitudinal assessment framework utilizing entrustable professional activities (EPAs) in dental education during the initial 2-year implementation.

Method

The Consolidated Framework for Implementation Research was utilized to evaluate contextual factors influencing implementation across the following domains: innovation, outer setting, inner setting, individuals, and process. Purposive sampling was used to ascertain a diverse pool of participants and various perspectives. Inclusion criteria required engagement for >12 months at the time of the study. A semi-structured interview guide was developed. Two focus groups of faculty and staff and four individual leadership interviews were conducted via Microsoft Teams, transcribed, and thematic analyses were performed using MAXQDA.

Results

Fifteen participants described innovation design details, adaptability, complexity, and relative advantage. The contextual fabric of the setting was evaluated, highlighting the influence of the pandemic, institutional culture, structural shifts, and the pivotal role played by champions. The implementation process was investigated with a focus on training, engagement, access to information, faculty capability, motivation, learner experience, and continual assessment of implementation processes. Data suggests the framework was multi-dimensional, evolving, and learner-centered. It facilitated early identification of learners requiring support, provided comprehensive information guiding entrustment and practice readiness decisions and demonstrated preliminary evidence of effectiveness of the innovation.

Conclusion

Engaging in longitudinal assessment using EPAs is multifaceted and influenced by implementation context and intrinsic motivation prevalent among faculty members. The study identifies areas for refinement in support of continuous quality improvement and implementation of this innovative assessment framework in dental education, including technological support, training, and ongoing alignment.

目的:评估利用可委托专业活动(EPAs)的纵向评估框架在口腔医学教育中最初两年的实施情况:方法:利用 "实施研究综合框架 "来评估影响以下领域实施的背景因素:创新、外部环境、内部环境、个人和过程。采用有目的的抽样,以确定参与者的多样性和各种观点。纳入标准要求参与研究的时间大于 12 个月。制定了半结构化访谈指南。通过微软团队(Microsoft Teams)进行了两个教职员工焦点小组和四个领导个人访谈,并进行了誊写,然后使用 MAXQDA 进行了主题分析:结果:15 位参与者描述了创新设计的细节、适应性、复杂性和相对优势。对环境结构进行了评估,强调了大流行病、机构文化、结构转变的影响,以及倡导者所发挥的关键作用。对实施过程进行了调查,重点是培训、参与、信息获取、教师能力、动机、学习者体验以及对实施过程的持续评估。数据表明,该框架是多维的、不断发展的、以学习者为中心的。它有助于及早识别需要支持的学习者,提供指导委托和实践准备决策的综合信息,并初步证明了创新的有效性:结论:使用 EPA 参与纵向评估是多方面的,受到实施环境和教师内在动机的影响。这项研究指出了在口腔医学教育中支持持续质量改进和实施这一创新评估框架的改进领域,包括技术支持、培训和持续调整。
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引用次数: 0
期刊
Journal of Dental Education
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