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Advancing dental education: feedback processes in the clinical learning environment
Journal of the Royal Society of New Zealand ( IF 2.2 ) Pub Date : 2019-08-26 , DOI: 10.1080/03036758.2019.1656650 Lee A. Adam 1 , Jo Oranje 2 , Alison M. Rich 3 , Alison Meldrum 1
Journal of the Royal Society of New Zealand ( IF 2.2 ) Pub Date : 2019-08-26 , DOI: 10.1080/03036758.2019.1656650 Lee A. Adam 1 , Jo Oranje 2 , Alison M. Rich 3 , Alison Meldrum 1
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ABSTRACT Feedback plays an important role in students’ learning. The clinical dental teaching and learning environment is challenging; tutors supervise students undertaking irreversible procedures on patients. Situations arise where ‘good’ teaching practices may take second place to ensuring patient, student, and tutor safety. This research aimed to investigate the specific factors impacting clinical tutors’ desire and ability to give effective feedback to students. It reports data from interviews with clinical teachers at the University of Otago Faculty of Dentistry. The data were analysed inductively, and four themes were identified: (i) Feedback as a teaching moment, where tutors used the terms feedback and teaching interchangeably and viewed feedback as their primary mode of teaching in the clinical environment; (ii) time, where tutors spoke about time constraints in the clinic that made it difficult to engage with students in the depth they would like; (iii) empathy and respect where tutors were mindful that the students were emerging professionals and should be treated as the tutors wished to be treated themselves; (iv) and self-reflection where the tutors reflected on their own teaching practices in order to improve them. Findings will inform ongoing improvements to institutional processes that can help improve student outcomes.
中文翻译:
推进牙科教育:临床学习环境中的反馈过程
摘要 反馈在学生的学习中起着重要作用。临床牙科教学和学习环境具有挑战性;导师监督学生对患者进行不可逆转的程序。在这种情况下,“良好”的教学实践可能排在第二位以确保患者、学生和导师的安全。本研究旨在调查影响临床导师向学生提供有效反馈的愿望和能力的具体因素。它报告了奥塔哥大学牙科学院临床教师访谈的数据。对数据进行归纳分析,确定了四个主题:(i)反馈作为教学时刻,导师交替使用反馈和教学这两个术语,并将反馈视为他们在临床环境中的主要教学模式;(ii) 时间,导师谈到诊所的时间限制,这使得很难与学生进行他们想要的深度互动;(iii) 同理心和尊重,导师注意到学生是新兴专业人士,应该被视为导师希望被对待;(iv) 和自我反思,导师反思自己的教学实践以改进它们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。(iv) 和自我反思,导师反思自己的教学实践以改进他们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。(iv) 和自我反思,导师反思自己的教学实践以改进他们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。
更新日期:2019-08-26
中文翻译:
推进牙科教育:临床学习环境中的反馈过程
摘要 反馈在学生的学习中起着重要作用。临床牙科教学和学习环境具有挑战性;导师监督学生对患者进行不可逆转的程序。在这种情况下,“良好”的教学实践可能排在第二位以确保患者、学生和导师的安全。本研究旨在调查影响临床导师向学生提供有效反馈的愿望和能力的具体因素。它报告了奥塔哥大学牙科学院临床教师访谈的数据。对数据进行归纳分析,确定了四个主题:(i)反馈作为教学时刻,导师交替使用反馈和教学这两个术语,并将反馈视为他们在临床环境中的主要教学模式;(ii) 时间,导师谈到诊所的时间限制,这使得很难与学生进行他们想要的深度互动;(iii) 同理心和尊重,导师注意到学生是新兴专业人士,应该被视为导师希望被对待;(iv) 和自我反思,导师反思自己的教学实践以改进它们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。(iv) 和自我反思,导师反思自己的教学实践以改进他们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。(iv) 和自我反思,导师反思自己的教学实践以改进他们。调查结果将为机构流程的持续改进提供信息,以帮助提高学生成绩。