Skills Of Dental Students Research Articles

P-14. 歯学生の社会的スキルに関する研究(ポスター展示発表,第66回九州歯科学会総会講演抄録)

P-14. 歯学生の社会的スキルに関する研究(ポスター展示発表,第66回九州歯科学会総会講演抄録)

Testing of fine motor skills in dental students.

Manual skills form only a part of the capabilities required of future dentists, but they are a very important component, which should be tested. With regard to the dental specialties, the present study tested specialty-independent fine motor skills. No objective, practical solution has been found up to now. 88 dental students and, as a control group, 23 medical students were examined in the longitudinal study. In the course of the analysis, 4 fine motor tests were carried out at the beginning of the 2nd and 6th semesters. The tests comprised the tremometer test, the tremometer test with a mirror, the 2-hand sinusoid test and archery using the Game Gear by SEGA. The test devices facilitate primarily the testing of components of accuracy of movements, indirect working methods, and eye-hand coordination. In the comparison of performances on test day A, the medical students' performance was noticeably better. As testing progressed, results showed stagnation in the performance of the medical students and a significant improvement in the performance of the dental students. That means that the test system can be used for a test over the course of study, but not as an initial test.

The use of audiovisual procedures in evaluating oral diagnostic and treatment planning skills of dental students

In the belief that an examination testing the diagnostic and treatment planning capabilities of junior dental students should involve more than the traditional paper and pencil test, a new test was developed at the University of Mississippi School of Dentistry. Interesting and varied stimuli, such as a videotape, visual aids, and relevant dental data were included as part of this exam. The test was administered, and the degree of student anxiety before, during, and after the examination was measured. In general, students performed well; the majority indicated a preference for this type of examination over the usual paper and pencil test. As expected, anxiety levels increased until the examination was completed and then decreased. Student evaluations were not affected by the degree of anxiety. The inclusion of a variety of materials in a test measuring diagnostic and treatment planning skills resulted in a more challenging examination; the use of a videotaped segment simulating a case history provided consistency in the test material.