Étude de l’impact de l’évaluation « par patient traité » sur l’activité clinique des étudiants en chirurgie dentaire

Marty, Mathieu; Gendron, Bénédicte; Vaysse, Frédéric; Alsina, Ivan; Vergnes, Jean-Noël

doi:10.1051/pmed/2018009

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…It seems interesting to use these parallel charts at the educational level. Indeed, the clinical assessment of students is generally based on the procedures performed 12 . This approach leads to the dehumanisation of patients, which is not rewarding for students and is rejected by patients, the majority of whom would like dentists to listen to them more closely and involve them more in the decision‐making process 13 .…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, the clinical assessment of students is generally based on the procedures performed. 12 This approach leads to the dehumanisation of patients, which is not rewarding for students and is rejected by patients, the majority of whom would like dentists to listen to them more closely and involve them more in the decisionmaking process. 13 Consequently, the use of parallel charts appears relevant in order to overcome this dehumanisation dynamic from initial training onwards.…”

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confidence: 99%

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The pedagogical value of parallel charts for dental students in clinical education: A qualitative study

Marty

Bédard

Gendron

et al. 2023

Eur J Dental Education

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IntroductionNarrative medicine is a novel approach aimed at attending to the socio‐emotional aspects of illness and care. Parallel charts represent one of the tools of narrative medicine and are brief accounts of care in which practitioners can express their feelings and emotions towards patients and treatments. They are, therefore, intended to collect practitioners' feedback in the form of “narrative” tools to encourage reflection.Materials and MethodsThis is a single‐centre observational pilot study comprising the setting up and analysis of parallel charts in two classes of 5th and 6th year students in a Paediatric Dentistry Department in France. Forty‐four students completed 126 parallel charts. A qualitative, thematic, analysis was conducted and the charts were also classified according to the three types of description of illness made by Arthur Kleinman.ResultsThis work showed that dental students mainly compiled parallel charts from a disease‐centred perspective. The qualitative analysis identified the various themes addressed by the student: relationship with patients and managing children's anxiety, student stress, relationship with the environment or with lecturers.ConclusionThe qualitative analysis highlighted the usefulness of compiling parallel charts by the students to allow them to express both positive and negative feelings, and thus to adopt a self‐evaluative approach regarding their practices based on emotional impact. Parallel charts may improve patient‐practitioner relationship, but more extensive studies over longer periods of time need to be undertaken.

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confidence: 99%

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The pedagogical value of parallel charts for dental students in clinical education: A qualitative study

Marty

Bédard

Gendron

et al. 2023

Eur J Dental Education

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Évaluation qualitative du vécu des étudiants hospitaliers brestois au sein du service d’odontologie : étude EQUAVECU

Le Fur Bonnabesse,

Wolff,

Loddé

et al. 2024

Pédagogie Médicale

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Contexte et problématique : Les études d’odontologie sont décrites dans la littérature comme enthousiasmantes, très tôt professionnalisantes et comme stressantes avec des conséquences potentielles sur la santé mentale des étudiants. Objectif : Évaluer le vécu de l’étudiant-hospitalier à l’Unité de formation et de recherche (UFR) en odontologie de l’Université de Bretagne occidentale (Brest, France). Méthodes : Lors de cette étude qualitative, douze entretiens individuels d’étudiants hospitaliers inscrits à l’UFR d’odontologie de Brest en quatrième, cinquième ou sixième années ont été réalisés et enregistrés. Après transcription des verbatim anonymes, les entretiens ont fait l’objet d’une analyse thématique inductive par deux investigateurs en codes sources puis codes axiaux, ensuite regroupés en catégories. Résultats : Cinq catégories ont été dégagées : l’environnement de travail, la formation, la gestion du patient, les relations interprofessionnelles et les interactions avec la vie extérieure. Le rythme important, la validation des années universitaires, le comportement de certains enseignants, le manque de fauteuils, les défauts d’organisation dans le service et l’impact sur la vie sociale majorent un stress déjà induit par les compétences à acquérir (techniques et de relation de soin) par un futur professionnel de santé. Pourtant, la formation est jugée de qualité, ainsi que le matériel mis à disposition. Les étudiants notent que la majorité des enseignants est investie et bienveillante. Le contexte de vie de l’étudiant et la participation à des activités extra-universitaires permettent de moduler le stress ressenti. Conclusion : À partir du vécu des étudiants, cette étude propose des pistes de réflexion pour améliorer le bien-être des étudiants hospitaliers en odontologie.

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Perception of Learning Assessment Methods by Students at the End of Their Initial Training at the Faculty of Dentistry of Casablanca

Benkirane

Hamza

Sbihi

et al. 2019

Education Research International

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Aim. To explore students’ perception of theoretical, preclinical, and clinical assessment methods and to analyze their level of satisfaction, with the final goal of getting out with recommendations to improve the weaknesses identified. Material and Methods. A descriptive and transversal survey was carried out by a doctoral student in the Faculty of Dentistry of Casablanca on the perception of students, at the end of their initial training, of learning assessment methods. Results. 51.8% of surveyed students said they were not informed of the criteria to pass successfully the exams, 35.7% of students felt that integrating continuous assessment in addition to the final test would be beneficial for them, and 45.1% of them proposed a frequency of one assessment per month. According to them, this system will allow them to be up to date, to better manage time and knowledge, and to have feedback allowing them to check and improve their skills. Practical activities assessment systems are considered to be adequate by 92% of the surveyed students. Clinical internship assessment focused for the majority of students on the number of procedures. Conclusion. The assessment methods influence students’ learning. It allows teachers to monitor students’ productivity, their attitude, and their work quality, so the teacher can identify gaps in a timely manner at every level of the learning process. According to the students’ perception, the theoretical evaluation should be adapted to the learning objectives, the practical work is quite satisfactory, and the clinical evaluation is mainly based on quantitative criteria.

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Étude de l’impact de l’évaluation « par patient traité » sur l’activité clinique des étudiants en chirurgie dentaire

Abstract: Étude de l'impact de l'évaluation « par patient traité » sur l'activité clinique des étudiants en chirurgie dentaire Impact of a "per treated patient" clinical assessment method among dental students

Cited by 3 publications

References 16 publications

The pedagogical value of parallel charts for dental students in clinical education: A qualitative study

The pedagogical value of parallel charts for dental students in clinical education: A qualitative study

Évaluation qualitative du vécu des étudiants hospitaliers brestois au sein du service d’odontologie : étude EQUAVECU

Perception of Learning Assessment Methods by Students at the End of Their Initial Training at the Faculty of Dentistry of Casablanca

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