Publication: Çocuk diş hekimliği doktora programı kapsamında yapılan ‘Koruyucu ve Önleyici Ortodonti’ dersini alan öğrencilerin gelişimlerinin değerlendirilmesi
Abstract
Amaç: Bu çalışmanın amacı Çocuk Diş Hekimliği Doktora kapsamında yapılan ‘Koruyucu ve Önleyici Ortodonti’ dersini alan doktora öğrencilerinin yeterlik gelişimlerinin klinik olarak profesyonellik değerlendirilmesi ve teorik olarak ise Fink’in Taksonomisine göre yıllara göre gelişimlerinin değerlendirilmesidir. Gereç ve yöntem: Bu derse katılan 14 Çocuk Diş Hekimliği doktora öğrencisi ile bir önceki yıl aynı derse yönelik eğitim alan 16 doktora öğrencisi çalışma kapsamına alındı. Dersin değerlendirilmesi, Fink’in taksonomisine uygun olarak bu tez için oluşturulan vaka temelli tartışma soruları üzerinden yapıldı. Dersin klinik olarak değerlendirilmesinde ise profesyonelliğin değerlendirilmesi formu kullanılarak değerlendirme yapıldı. Verilerde 0,05’den küçük olan p değerleri istatistiksel olarak anlamlılık kabul edildi. Bulgular: Bu çalışmanın bulgularına göre birinci yıl doktora öğrencilerinin insan boyut, önemsemek ve öğrenmeyi öğrenmek bileşenlerine uygun hazırlanan sorulardan aldıkları puanların ikinci yıl doktora öğrencilerinin puanlarına göre anlamlı düzeyde düşük olduğu saptandı (p<0,05). İkinci yıl doktora öğrencilerinin profesyonel davranışlar değerlendirmelerinde, ekiple etkileşim ve iş birliği ile ilgili yeterlikleri alanında hem kendi hem de öğretim üyesi değerlendirmeleri sonuçları birinci yıl öğrencilerin sonuçlarından istatistiksel olarak anlamlı olacak şekilde yüksek olarak saptandı(p<0,05). Sonuç: Eğitim alanında kullanılan taksonomilerde derin öğrenme değerlendirmesi, öğrenme özelliklerini belirleyebilmektedir. Bu bağlamda, çocuk hastaların diş hekimliği kliniğinde yapılan dental değerlendirmelerinde ve tedavilerinde insani yaklaşım faktörlerin önemli olduğu ileri sürülmektedir.
Objective: The aim of this study is to evaluate the performance appraisal of competencies of Pediatric Dentistry PhD students as well as evaluating their development over the years according to Fink’s taxonomy who attend to the ‘Preventive and Interceptive Orthodontics’ course. Materials and methods: The study included fourteen PhD Pediatric Dentistry students who attended to this course for the first time and sixteen second-year students who attended this course in the previous year. The assessment of the course was conducted using case-based discussion questions generated in accordance with Fink’s taxonomy. The clinical evaluation of the course was conducted utilizing the evaluation of professionalism form. The p values less than 0.05 were considered as statistically significance in the dataset. Results: In accordance with the findings of the present study, the first-year doctorate students' scores on questions generated in line with the components of human dimension, caring, and learning to learn were statistically significantly lower than the scores of the second-year doctoral students (p<0.05). Both self-assessments and faculty educator evaluations were found to be statistically significantly higher in the professional behavior evaluations of the second-year doctoral students, within the evaluations made in the field of competence related to interaction and cooperation with the dental team (p<0.05) as a result of the practical evaluation, than the first-year students. Conclusion: Deep learning evaluation can be used to determine learning qualities in taxonomies used in the field of education. Humanistic approach characteristics are indicated in the dental examinations and treatments of pediatric patients in the dentistry clinic in this context.
Objective: The aim of this study is to evaluate the performance appraisal of competencies of Pediatric Dentistry PhD students as well as evaluating their development over the years according to Fink’s taxonomy who attend to the ‘Preventive and Interceptive Orthodontics’ course. Materials and methods: The study included fourteen PhD Pediatric Dentistry students who attended to this course for the first time and sixteen second-year students who attended this course in the previous year. The assessment of the course was conducted using case-based discussion questions generated in accordance with Fink’s taxonomy. The clinical evaluation of the course was conducted utilizing the evaluation of professionalism form. The p values less than 0.05 were considered as statistically significance in the dataset. Results: In accordance with the findings of the present study, the first-year doctorate students' scores on questions generated in line with the components of human dimension, caring, and learning to learn were statistically significantly lower than the scores of the second-year doctoral students (p<0.05). Both self-assessments and faculty educator evaluations were found to be statistically significantly higher in the professional behavior evaluations of the second-year doctoral students, within the evaluations made in the field of competence related to interaction and cooperation with the dental team (p<0.05) as a result of the practical evaluation, than the first-year students. Conclusion: Deep learning evaluation can be used to determine learning qualities in taxonomies used in the field of education. Humanistic approach characteristics are indicated in the dental examinations and treatments of pediatric patients in the dentistry clinic in this context.