Reflections on clinical practice by first-year dental students: a qualitative study.
Reflections on clinical practice by first-year dental students: a qualitative study.
复制标题
对一年级牙科学生临床实践的反思：一项定性研究。
DOI：
10.1002/j.0022-0337.2002.66.6.tb03550.x
复制
发表时间：
2002
影响因子：
2.3
通讯作者：
L. Boyd
中科院分区：
文献类型：
--
作者：
L. Boyd
在牙科课程的第一年和第二年，由于课程中的大量必修课，学生几乎没有时间以有意义的方式处理和学习教学材料。然而，如果牙科教育的结果是促进批判性思维，则需要探索在整个课程中鼓励牙科学生进行批判性思维的方法。反思经验是学习者从他们获得的信息中“创造意义”的方式，而“创造意义”是发展批判性思维的一个不可或缺的组成部分。这项先导性研究的目的是探索对临床经验的反思如何促进一年级牙科学生批判性思维的发展，并帮助他们将教学课程与临床护理相结合。我使用卢博斯基的主题分析来分析半结构化访谈、临床观察和牙科学生的书面反思论文。从数据中确定的主要主题是：1)教学材料与临床经验之间的联系，2)学生对他们未来牙医角色的愿景，以及3)牙医与患者互动的性质。这些数据进一步表明，这是一个反思性思维的过程，首先是学生质疑对他们以前的经验和知识的假设，这导致他们以新的方式看待事物，最终认识到需要采取一些行动来照顾患者。研究结果表明，鼓励学生写一本诊所日记或写一篇关于他们经历的反思论文，可能是一种提高学生学习能力的方法，也是一个值得进一步研究的领域。
During the first and second year of the dental curriculum, students have little time to process and learn the didactic material in a meaningful way because of the large number of required courses in the curriculum. If an outcome of dental education is to promote critical thinking, however, methods need to be explored to encourage this process in dental students throughout the curriculum. Reflecting on experience is the way learners "make meaning" out of the information they acquire, and "making meaning" is an integral component in the development of critical thinking. The purpose of this pilot study was to explore how reflection on clinical experiences may facilitate the development of critical thinking in first-year dental students as well as assist them in integrating their didactic coursework with clinical care. I used Luborsky's thematic analysis to analyze semi-structured interviews, clinical observations, and written reflection papers from dental students. The major themes identified from the data were: 1) connections between didactic material and the clinical experience, 2) the students' vision of their future role as dentists, and 3) the nature of the dentist-patient interaction. The data further suggest a process of reflective thinking that begins with students' questioning assumptions about their prior experience and knowledge that leads them to look at things in a new way and ultimately to recognize the need to take some action to provide care to the patient. The findings suggest that encouraging students to keep a clinic journal or write reflection papers about their experience may be a way to enhance student learning and is an area that deserves further research.