Implementation of Basic Practice Based on Clinical Experience in Ped iatric Dentistry.

DOI 4 Citations 5 References
  • Nakano Takashi
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Ono Toshiaki
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Atsumi Nobuko
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Toyama Takahisa
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Higashi Kimihiko
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Aoyama Tetsuya
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Naganawa Tomokazu
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Murata Norihiko
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Sakai Shiho
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University
  • Tsuchiya Tomoyuki
    Department of pediatric Dentistry, School of Dentistry, Aichi-Gakuin. University

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Other Title
  • 本学小児歯科における臨床体験型基礎実習の取り組み

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Abstract

We reviewed the changes in the training in basic practice in pediatric dentistry of fifth year students. Instead of basic practice which was focused mainly on cast training, we began to put more emphasis on clinical experience through a series of training consisting of 7 sections from 2003. The students became keener to learn and the new training program proved to be more effective than before. As the new teachings method sets a specific purpose, the students know exactly what should be achieve at the end of each training session and medical interviews are being conducted smoothly. In addition, we carried out a questionnaire with the students to evaluate the attained targets and the results are as follows,<BR>1. More th an 90% of the students understood the objectives of the training very well.<BR>2. More than 90% of the students were able to achieve the set objectives. How ever, trainer evaluation of the objectives attained differs from that of the students and we believe trainers should provide constant feedback.<BR>3. 10% of t he students were not able to consider the state of mind of the patient during the training. In the future, more training to consider the state of mind of the patient should be included in this training program.

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