Satisfaction of optional pairing in clinical dental training

Abstract

Purpose The aim of this study was to investigate the perceived satisfaction of optional pairing in undergraduate clinical dental training of fourth‐ and fifth‐year dental students and newly graduated intern dentists in the subject of conservative dentistry and endodontics. Methods Data were collected through a paper‐based 2‐part questionnaire. The first part was made of 3 questions; gender, undergraduate dental year, and grade point average (GPA). The second part involved 9 questions about assistant student‐year level preference, satisfaction of optional pairing and main advantages and disadvantages of pairing. Statistical analysis was performed using descriptive statistics and Chi‐square test to investigate any statistically significant differences. Results A total of 92.4% were satisfied with optional clinical pairing. Satisfied respondents reported most prevalent advantages were speeding things up (88.5%) and helping in transferring instruments and materials (85.6%). Unsatisfied respondents reported the most prevalent disadvantages were like to work independently (56.8%) and the assistant was not always cooperative (32.4%). Students with low grade point averages (GPAs) felt incompetent to work in pairs compared with high GPA students (P = 0.001). Only 32.4% of participants thought that the assistant student should be given an evaluation mark. About 75% of respondents reported that clinical pairing improved their diagnostic skills and treatment planning. Conclusions Optional pairing in clinical dental training had a high satisfaction percentage. Allowing students to choose their own assistants may reduce pairing disadvantages and enhance its advantages. Students may gain a mentoring benefit from being encouraged to optionally pair with similar or higher study‐year students

Stress experienced by dental students performing clinical training in different dental disciplines: a cross-sectional study

“…In addition, fourth-year students are distributed as partners, and it was shown in a published study that clinical pairing was beneficial in conservative and prosthodontics clinical training and contributed to reducing stress and strain levels. 25 Meanwhile, the stress regarding treating patients for the first time was not significantly present among fifth-year students, who were familiar with treating new patients after a year of practicing, unlike the fourth-year students, who scored a significant stress level regarding this factor. This result was in agreement with a previous study that showed that the patient training factor of the DES scored higher among fourth-year students than fifth-year students.…”

Contrasting student and staff perceptions of preclinical‐to‐clinical transition at a Chilean dental school

“…junior third-year students asked to continue to work in pairs with senior students so that they would receive advice and clarifications on issues that were not clarified or taught by instructors, thereby recognising that the transition between simulation and clinical work is difficult (Table 2). The advantages of this pairing system should also be considered for the seniors, as it has been reported that this scheme helps the treatments to take place faster, thereby facilitating a quicker transfer of instruments and materials, improving diagnostics skills and treatment planning, 25 enhancing the learning experience, 26 and adding a level of motivation for learning for both the mentee and the mentor. 27 All student groups asked instructors to provide more frequent, more constructive and better feedback (Table 2).…”