ABSTRACT
The use of educational videos is a valuable tool in preclinical dental training, as long as the pedagogical objectives match the appropriate learning stage. Accordingly, this teaching innovation suggests the realization of three types of didactic videos inserted in a specially designed pedagogical methodology for the preclinical cycle. After half a semester of use, quantitative results yielded a positive perception in relation to the promotion of evaluation criteria and conflictual tone development. On the other hand, perception of negotiation promotion and reaching consensus was divided into positive and negative. Both the analysis of frequency access to online videos and category formation clearly highlight the importance students give to demonstrative videos as well as the teachers role when using them. By way of conclusion, it can be said that students considered educational videos, especially the demonstrative type, as a useful tool for developing conflictual tone and evaluation criteria, being always complementary to the role that the teacher who guides their preclinical training plays.
El uso del video didáctico es una herramienta valiosa en la formación preclínica del odontólogo, siempre y cuando logre hacer coincidir los objetivos pedagógicos con la etapa de aprendizaje adecuada. En esta línea, esta innovación docente plantea la realización de tres tipos de video didácticos insertados en una metodología docente especialmente diseñada, en el ciclo de preclínica. Luego de un semestre de utilización los resultados cuantitativos arrojaron una percepción positiva en relación al fomento del desarrollo del criterio de evaluación y tono conflictual, mientras que la percepción del fomento de la negociación y toma de acuerdo estuvo dividida en positivas y negativas. Tanto el análisis de frecuencia de acceso a los videos en línea como el levantamiento de categorías dejan de manifiesto la importancia que le dan los estudiantes a los videos demostrativos como también al rol docente durante su utilización. A modo de conclusión se puede decir que los estudiantes consideraron al video didáctico, especialmente los de tipo demostrativo, como una herramienta útil para el desarrollo del tono conflictual y criterio evaluador, siendo siempre complementaria al rol docente que guía su formación preclínica.
Subject(s)
Humans , Teaching/methods , Students, Dental , Video Recording , ChileABSTRACT
PURPOSE: The purpose of this study is to introduce the operational design of clinical skills training program and to evaluate the outcome of one-year experience in Gachon Medical School. METHODS: The School set up a clinical skills training center(laboratories) helping preclinical year-students being able to improve their clinical competences by using simulators and models prior to start their clerkship so that they can apply accurate and stable clinical technical skills to the patients. The program was divided into two parts; one for the communication and interviewing skills(M3) and the other for development of basic clinical skills(M4). For the latter, a total of 32 skill units with model items were selected from the minimum essential clinical skills requirements. The training course was conducted 3 weeks for 37 students of the fourth year medical school(M4) students in the second semester of 2001. Pass/Fail system with 2 credits was applied as a student evaluation. Both advantages and disadvantages of the program were analysed by questionnaires. RESULTS: Every students met the school requirement and passed the requirements mostly by the second trial within the two weeks duration following self-directed hard practice for every items. Of 37 students, 80% became confident on their final performance, and 72% agreed themselves being much enthusiastic compared to other courses. The visiting frequency to the center was over 2~3 times/day during the course, and their average staying hours/week were 20~30 hours. Students(78%) were satisfactory to the appropriativeness of faculty's instructional skills and their evaluation results. CONCLUSION: We conclude that the clinical skills training program is a useful tool not only to improve the essential technical skills prior to take their responsibilities of subinternship but also to motivate students' learning during the preclinical studies.
Subject(s)
Humans , Clinical Competence , Education , Learning , Schools, Medical , Surveys and QuestionnairesABSTRACT
Teamwork is increasingly important for high-quality patient care, and education in multiprofessional or interdisciplinary teamwork has recently been proposed as an essential subject in the core curriculum of Japanese medical schools. We developed a course in teamwork in which medical students devised diagnostic, therapeutic, and support programs from a written patient scenario with the help of a multiprofessional staff, including subspecialty physicians and surgeons, nurses, a counselor, a social worker, and a dietician. The course promoted understanding of mutual roles and the ideal relationship between physicians and comedical staff. Active discussion is necessary for understanding interdisciplinary and transdisciplinary teamwork.