Reflections of psychomotor skill development in preclinical simulation: A qualitative analysis

Abstract

Introduction Reflection on competency helps students become more proficient in performing skills, with the ultimate goal of better retention of knowledge and skill. Competency progression involves a complex interplay of factors, and not having the insight of such multiple perspectives of the same experience, we will not be able to understand students as learners fully and consequently may rely on assumption and may not be able to provide the necessary interventions for growth and progress towards competency. This study aims to investigate students' insight of their own progression during psychomotor skill development. Materials and Methods Data were obtained from scanned reflective dialogue log document portfolios from the preclinical fixed dental prosthodontics section, which is part of a comprehensive dental care course during the second year. Data were coded using NVivo software version 12 plus (QSR International Pty Ltd, Vic, Australia), and subsequent thematic analyses identified emerging themes. Results Three themes emerged and these were (a) challenges to overcome, (b) feed‐back and self‐appraisal, and (c) progress and growth. The qualitative data generated did not reveal considerable variation in the students' reflections, and the three themes seem to interrelate. Conclusions The main challenge was the concept of the single path of insertion and the perception that it was a source of frustration during this course. Self‐appraisal identified time management issues and the transformation from preconceived or learned concepts. As the semester progressed, students reflected progress and growth.

Students’ and tutors’ perceptions of a deliberate simulated practice using patient‐specific virtual and three‐dimensional printed teeth models: A pilot study

“…3 In dental education, lifelike mannequins (phantom heads) with articulating jaws, plastic teeth, and cheeks designed to reproduce the key aspects of dental patients and all the ergonomic aspects of clinical dentistry, 4 have become the standard of pre-clinical training. 3 This procedure is designed to improve students' fine motor skills and hand-eye coordination, along with self-assessment of their progress to facilitate the development of reflective practice, 5 and to transfer these skills to the clinic where actual patients are treated. 6 Simulation allows students to practice and master a wide range of task-specific technical skills that are unique to dentistry, 7,8 and it is a sine qua non in dental education.…”