ABSTRACT
Introduction: This study aims at investigating what dental hygienists learned through training with a simulated patient and how they applied their learning in practice. Method: Open-ended questionnaire surveys on their perceptions and experiences of health communication were undertaken by 21 dental hygienists before and after communication trainings. Result: Before the training, they felt it difficult to cope with patients’ negative responses to their communication. However, after the training, they deeply considered how they should be as health professional through reflection on their own communication style. In their practice, they tried to communicate while considering the patient’s situation. Discussion: Participants’ critical reflection, which was encouraged in this training, resulted in application of their learning to clinical practice.
ABSTRACT
Introduction・Purpose: We conducted qualitative research to explore the psychosocial processes by which dental trainees overcome difficulties during clinical training. Our focus was on their resilience. Methods: Semi-structured interviews with nine trainee dentists were conducted. For the data analysis, we used Modified Grounded Theory Approach. Results: The three factors, namely, “relationships with others” , “inner strengths” , and “acting autonomously” , contributed to the processes by which negative effects of trainee dentists changed into positive ones. Discussion: It was suggested that these factors could provide clues to understanding the psychological burden of dental trainees and how to support them in gaining self-confidence.
ABSTRACT
Introduction: This study aims to explore the processes by which trainee dentists are able to autonomously engage in clinical practice.Methods: Semi-structured interviews with 16 trainee dentists were conducted. For the data analysis, Modified Grounded Theory Approach was employed in this study.Results: At the early stage of clinical education, trainees tended to passively receive and follow the supervisor's instruction. However, through their reiterative reflection on clinical experience and feedback from their supervisor, they gradually established a proper way of treating and caring for patients. They also understood their own abilities. Furthermore, they could obtain a holistic viewpoint of dental treatment. Their experiences led to active engagement with dental practice.Discussion: In order for the learners to be autonomously involved in their practice, educators need to provide scaffolding and support that encourage them to solve individual problems in the given context.
ABSTRACT
Introduction: This study aims to explore the processes by which trainee dentists are able to autonomously engage in clinical practice.Methods: Semi-structured interviews with 16 trainee dentists were conducted. For the data analysis, Modified Grounded Theory Approach was employed in this study.Results: At the early stage of clinical education, trainees tended to passively receive and follow the supervisor's instruction. However, through their reiterative reflection on clinical experience and feedback from their supervisor, they gradually established a proper way of treating and caring for patients. They also understood their own abilities. Furthermore, they could obtain a holistic viewpoint of dental treatment. Their experiences led to active engagement with dental practice.Discussion: In order for the learners to be autonomously involved in their practice, educators need to provide scaffolding and support that encourage them to solve individual problems in the given context.