The prospect of a mentor-protégé model in dental hygiene as a supplementary approach to traditional clinical education

IF 1.4 4区医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

Journal of Dental Education Pub Date : 2024-08-22 DOI:10.1002/jdd.13698

Esther Tingué RDH, BS, MA, Xiao-Qing Fung RDH, BS, Dianne L. Sefo RDH, MEd, FNYAM, Victoria Benvenuto RDH, EdM, Andrea L. Beall RDH, EdD

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引用次数: 0

Abstract

Purpose

This study compared the person-centered approach alone and incorporated the mentor-protégé model to assess differences in self-efficacy, clinical skill acquisition, and anxiety/stress levels.

Methods

This quasi-experimental study recruited a convenience sample of dental hygiene students at New York University during the 2022–2023 academic year. The dental hygiene students who were taught through traditional methods only (control group) and those who experienced the mentor-protégé approach (intervention group) were compared. Data was collected from participants through anonymous surveys at the beginning and conclusion of the academic year. Additional information was gathered from the comparison group through a focus group.

Results

Participants from both groups responded favorably in measurements of self-efficacy. However, the comparison group had a significant increase in their self-rated ability to work independently (p = 0.008989). Changes in perceived clinical skill acquisition were not statistically significant, except for improvement in patient communication for the comparison group (p = 0.0197). The control group's anxiety/stress decreased by 12.5% (p = 0.0755) and the comparison group's anxiety/stress levels reduced by 28.3% (p = 0.0646) in the general clinics. The clinical course failing rate for the control group in fall 2022 semester was 9%, and the intervention group at 0%; no clinical course failures occurred in either group for Spring 2023 semester. There was a 100% passing rate achieved on the clinical board exam by both groups.

Conclusions

Implementing the mentor-protégé model in dental hygiene education enhances students' clinical learning experiences and aids in practice readiness.

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牙科卫生学导师-学员模式作为传统临床教育补充方法的前景。

目的：本研究比较了单纯的以人为本方法和导师-学生模式，以评估自我效能感、临床技能掌握和焦虑/压力水平的差异：这项准实验研究招募了纽约大学 2022-2023 学年的口腔卫生专业学生作为样本。对仅接受传统教学方法的牙科保健专业学生（对照组）和接受导师-学生方法的学生（干预组）进行了比较。在学年开始和结束时，通过匿名调查收集参与者的数据。通过焦点小组从对比组收集了更多信息：结果：两组参与者在自我效能感测量中的反应都很好。然而，对比组学员的自我评定独立工作能力显著提高（p = 0.008989）。除了对比组在患者沟通方面有所改善（p = 0.0197）外，其他组在临床技能掌握方面的变化均无统计学意义。在普通门诊中，对照组的焦虑/压力水平降低了 12.5%（p = 0.0755），对比组的焦虑/压力水平降低了 28.3%（p = 0.0646）。2022 年秋季学期，对照组的临床课程不及格率为 9%，干预组为 0%；2023 年春季学期，两组均无临床课程不及格。两组的临床执业医师考试通过率均为 100%：结论：在口腔卫生教育中实施导师-实习生模式可以增强学生的临床学习经验，帮助学生做好实习准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Dental Education 医学-牙科与口腔外科

CiteScore

3.50

自引率

21.70%

发文量

274

审稿时长

3-8 weeks

期刊介绍： The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.