Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

Autor: Dilbone DA; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida., Feng X; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida., Su Y; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida., Xirau-Probert P; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida., Behar-Horenstein LS; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida., Nascimento MM; Deborah A. Dilbone, DMD, is Clinical Associate Professor and Chair, Department of Restorative Dental Sciences, College of Dentistry, University of Florida; Xiaoying Feng, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, College of Education, University of Florida; Yu Su, PhD, is a graduate of the School of Human Development and Organizational Studies in Education, University of Florida; Patricia Xirau-Probert, PhD, is Assistant Professor, Department of Community and Behavioral Sciences, and Dean of Students, College of Dentistry, University of Florida; Linda S. Behar-Horenstein, PhD, is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, and Pharmacy, Director of CTSI Educational Development & Evaluation, and Co-Director of HRSA Faculty Development in Dentistry, College of Dentistry, University of Florida; and Marcelle M. Nascimento, DDS, MS, PhD, is Associate Professor, Department of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida. mnascimento@dental.ufl.edu.
Jazyk: angličtina
Zdroj: Journal of dental education [J Dent Educ] 2018 Jun; Vol. 82 (6), pp. 608-613.
DOI: 10.21815/JDE.018.068
Abstrakt: Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.
Databáze: MEDLINE