Evaluating the students' perspectives of a clinic mentoring programme

Schwartz, Barry; Saad, M. N.; Goldberg, David

doi:10.1111/eje.12065

Cited by 9 publications

(9 citation statements)

References 15 publications

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“…In order to reduce students’ stress and to increase their self-confidence, several universities that run training programs centered on NTS acquisition have stressed the importance of conducting this training alongside clinical practice [ 10 , 25 , 30 , 33 ]. However, some of these studies focused on one specific NTS, the most common being communication [ 10 , 11 , 30 ], followed by teamwork [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Lluch

Arregui

et al. 2021

Dentistry Journal

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Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

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Section: Discussionmentioning

confidence: 99%

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Lluch

Arregui

et al. 2021

Dentistry Journal

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“…A study by Holmes et al also reported that students could be productive in a comprehensive patient care environment and achieve competence without numerical requirements 8 . The benefits of faculty mentorship in patient management skills have been found to be valuable in a successful comprehensive care patient delivery system 9 . Our study sought to contribute to this development of knowledge about the value of a comprehensive care model in clinical education.…”

mentioning

confidence: 88%

Implementation of a Patient‐Centered Approach to Clinical Dental Education: A Five‐Year Reflection

Park

Howell

2015

Journal of Dental Education

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The intent of the redesign of the clinical component of the Harvard School of Dental Medicine (HSDM) curriculum from a traditional numerical procedures-based system to a patient-based comprehensive care system was to improve both patient care and student learning. The aim of this retrospective cohort study was to evaluate the outcomes of and students' perspectives on this patient-centered comprehensive care model introduced in 2009. Data were obtained from the school's Ofice of Dental Education for a study sample consisting of 205 fourth-year dental students in the graduating classes of 2009 through 2014 at HSDM. The results showed that students were completing more than the required number of comprehensive patient cases on average. A survey given to the Class of 2014 found that the respondents (35 of 36 students) were generally satisied with the new curriculum and the clinical experience in relation to continuation of care and perceptions of comprehensive care. The results of this study suggest that the redesigned patient-centered assessment model of the clinical component of the curriculum helped improve patient care and student learning.

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“…Feelings of preparedness are important in the successful transition from being a student to a practicing dentist 6 . To transit from the preclinical to clinical year successfully, dental students must develop self‐confidence in their abilities 7 . However, there is a lack of research regarding the most beneficial type of intern training pattern in terms of developing confidence in the last year of dental school in Mainland China and the advantages and disadvantages of the two types of intern patterns.…”

Section: Main Differences Between One‐stage Pattern and Three‐stage Pmentioning

confidence: 99%

Comparing Integrated and Disciplinary Clinical Training Patterns for Dental Interns: Advantages, Disadvantages, and Effect on Students’ Self‐Confidence

Feng

Chen

et al. 2016

Journal of Dental Education

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In China, the five-year program of undergraduate education for stomatology consists of four years of lecture courses and one year of internship focused on clinical training. Dental schools provide this clinical training either in their own clinics (referred to as the one-stage pattern because all forms of practice are completed together) or by placing students in external clinics usually at non-affiliated hospitals (referred to as the three-stage program because the three primary areas are taught separately). The aims of this study were to investigate differences in teaching effect between the one-stage and the three-stage patterns and to evaluate advantages and disadvantages of the two patterns. A three-section, 31-item questionnaire was designed to assess basic and clinic information about the interns' training and their self-confidence in performing clinical procedures. The survey was administered to graduates who finished the fifth-year internship in 2012-14. Of the 356 individuals invited to participate, 303 graduates who spent their intern years in 43 academic dental institutions returned completed surveys (response rate of 85%). The one-stage group (n=121) reported longer independent operation time than the three-stage group (n=182) (p<0.01). No significant difference was found between the groups for assessment of clinic infrastructure (p=0.121). The interns were most confident in oral hygiene instruction and scale and polish (overall median=5), but showed low confidence in rubber dam placement and four other procedures (overall median=2). The one-stage group rated their confidence level higher than the three-stage group on comprehensive skills such as arranging appointments and managing patients and procedures needing long treatment periods such as molar endodontics. The three-stage group showed higher confidence on more specialized procedures such as surgical extractions and suturing. This study found that both of the two intern patterns had advantages and shortcomings in clinical training in various procedures. Combining the two could be a way to improve clinical education in China.Dr. Wu is a Master's student,

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Evaluating the students' perspectives of a clinic mentoring programme

Cited by 9 publications

References 15 publications

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Implementation of a Patient‐Centered Approach to Clinical Dental Education: A Five‐Year Reflection

Comparing Integrated and Disciplinary Clinical Training Patterns for Dental Interns: Advantages, Disadvantages, and Effect on Students’ Self‐Confidence

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