Jing Li, Xin Lin, Xiaoli Lian, Xiaodong Chen, Zhitao Wang, Chunxia Chen, Feifei Ma, Yao Chen, Yanmei Dai, Huiru Zou
{"title":"学生对混合模拟实验室教学-实践模块有效性的看法。","authors":"Jing Li, Xin Lin, Xiaoli Lian, Xiaodong Chen, Zhitao Wang, Chunxia Chen, Feifei Ma, Yao Chen, Yanmei Dai, Huiru Zou","doi":"10.1111/eje.70044","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.</p><p><strong>Materials and methods: </strong>An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.</p><p><strong>Results: </strong>A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).</p><p><strong>Conclusion: </strong>The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching-Practicing Modules.\",\"authors\":\"Jing Li, Xin Lin, Xiaoli Lian, Xiaodong Chen, Zhitao Wang, Chunxia Chen, Feifei Ma, Yao Chen, Yanmei Dai, Huiru Zou\",\"doi\":\"10.1111/eje.70044\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.</p><p><strong>Materials and methods: </strong>An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.</p><p><strong>Results: </strong>A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).</p><p><strong>Conclusion: </strong>The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.</p>\",\"PeriodicalId\":50488,\"journal\":{\"name\":\"European Journal of Dental Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2025-08-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Dental Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/eje.70044\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Dental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/eje.70044","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Student Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching-Practicing Modules.
Introduction: This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.
Materials and methods: An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.
Results: A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).
Conclusion: The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.
期刊介绍:
The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.