口腔修复学研究生培训:住院医师和督导对当前培训的看法:一项横断面研究。

Syed Murtaza Raza Kazmi, Fakeha Azhar Syed, Muhammad Sadiq Billoo, Taimur Khalid
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引用次数: 0

摘要

研究目的研究设计:横断面调查。研究地点和时间:研究地点和时间:卡拉奇阿迦汗大学医院,2021 年 5 月至 10 月:使用 REDCap 软件向巴基斯坦的口腔修复专业研究生学员和导师收集有关学员入职流程、教学实践、研究兴趣、评估频率以及学员对其所在中心的教学和临床培训的满意度的数据,并使用 SPSS 23.0 进行分析。报告了从这两类人群中观察到的答复频率,并用Chi-square(或费雪精确法)研究了私立和公立培训中心之间的关联。用曼-惠特尼 U 检验法评估了理论和临床培训领域满意度的差异:在 17 名督导和 104 名 PG 学员中,30% 的人表示他们所在的学院设有督导委员会。大多数学员的中心都进行了入学测试。88.2%的督导报告说,在学员入职培训期间受到了有影响力人士的干扰,而 66.7%的学员表示需要这种影响来获得培训。43.2%的学员可以参加模拟教学,83%的学员表示有兴趣发表研究成果,85%的学员表示有兴趣发表病例。学员对教学和临床培训总体满意,但对颌面-口腔修复学理论和临床培训以及咬合和颞下颌关节紊乱临床培训的满意度为中性:结果强调,有必要对巴基斯坦各地的口腔修复学研究生培训项目的学员入职培训过程、培训质量进行监管和监测,并经常进行评估:修复学;课程评估;口腔医学研究生教育;口腔医学研究生教育;医学研究生教育。
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Postgraduate Training in Prosthodontics: Residents' and Supervisors' Perspectives on Current Training: A Cross-Sectional Study.

Objective: To identify postgraduate (PG) prosthodontic trainees' and supervisors' introspective views regarding prosthodontic education and clinical training.

Study design: Cross-sectional survey. Place and Duration of the Study: The Aga Khan University Hospital, Karachi, from May to October 2021.

Methodology: Data regarding the trainee induction process, teaching and learning practices, research interests, frequency of assessment, and trainees' satisfaction levels with the adequacy of didactic and clinical training in their centres were collected from Prosthodontic PG trainees and supervisors in Pakistan using REDCap software and analysed using SPSS 23.0. Frequencies of the observed responses from both populations were reported, and associations among private and public training centres were studied with Chi-square (or Fisher's exact). Differences in satisfaction levels across theoretical and clinical training domains were assessed with Mann- Whitney U test.

Results: Out of 17 supervisors and 104 PG trainees, 30% reported having a supervisory board in their institute. Most participants had entry tests conducted in their centres. The interference of influential sources during trainee induction was reported by 88.2% of the supervisors, while 66.7% trainees expressed the need for such influence to acquire training. Simulation-based teaching was available to 43.2% of trainees, 83% expressed interest in publishing research and 85% in publishing cases. Trainees were overall satisfied with their didactic and clinical training, whereas their satisfaction level was found neutral with theory and clinical training in maxillofacial-prosthodontics and clinical training of occlusion and temporomandibular disorders.

Conclusion: The results emphasise the need for regulation and monitoring of the trainee induction process, quality of training, and frequent assessments in the prosthodontics postgraduate training programmes across Pakistan.

Key words: Prosthodontics, Programme evaluation, Graduate dental education, Postgraduate dental education, Postgraduate medical education.

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