Diş Hekimliğinde Preklinik ve Klinik Eğitim Çeşitliliği

Year 2019, Volume: 6 Issue: 5, 37 - 51, 02.12.2019

Kadriye Funda Akaltan

https://doi.org/10.15311/selcukdentj.563351

Cited By: 6

Abstract

Diş hekimliği eğitiminin esas amacı;
öğrencilere klinik uygulamaları geliştirmek için yardımcı olmaktır. Klinik
eğitim; diş hekimliği müfredatının dörtte üçünden fazlasını kapsar ve
çoğunlukla dişlerin protetik veya restoratif işlemleri için gerekli olan
psikomotor becerileri geliştirmeye yöneliktir. Öğrenciler; bir seri tanımlanmış
beceriyi fakülte kliniklerinde eğitmenlerin gözetiminde, uygulama yaparak
tecrübe ederler. Humanistik eğitim standartları için gereken simülasyon hasta
olarak fantomların kullanıldığı preklinik eğitim; genellikle restoratif
işlemlerle sınırlıdır. Preklinik laboratuvarlarında yapılan bu eğitim; klinikte
hastalarla iletişim, enfeksiyon kontrolü ve klinik uygulama aşamaları konusunda
öğrencilerin tecrübe kazanmalarını sağlamada zayıf kalır. Bu derleme
çalışmasında; sanal gerçeklik, bilgisayar destekli ve kendi kendine yapılan
değerlendirmeler, standardize hastalar, toplum destekli klinik uygulamalar ve
vaka tamamlama esasına dayanan klinik uygulamalar gibi güncel preklinik ve
klinik eğitim modelleri tartışılarak, diş hekimliği öğrencilerinin becerilerinin
iyileştirilmesine yönelik öneriler getirilmektedir.

Keywords

Diş hekimliği eğitimi, yansıtıcı uygulama, standardize hastalar, sanal gerçeklik, toplum-destekli eğitim

Preclinical and Clinical Education Variety for Dentistry

Abstract

Main
objective of dental education is to help students to develop their clinical
skills. The clinical training covering the three-quarters of overall dental
curriculum focuses mainly on developing the psychomotor skills required for
restorative and prosthetic procedures. Dental students exercise a serial of
previously defined professional skills under the supervision in their faculty
clinics. Preclinical training using manikins as a simulated patient neccessary
for a humanistic education standards is usually limited to restorative
procedures. Preclinical education held in laboratories do not usually support
students to gain professional and interprofessional experiences related to
patient relations, control of enfection and the steps of clinical procedures.
In this review study, today’s preclinical and clinical training models such as
virtual reality, computer-based assesments, self-evaluating, standardized
patients, community-based clinical training and case completion model are being
discussed to be able to make some suggestions for improving skills of dental
students.

Keywords

Dental education, reflective practice, standardized patients, virtual reality, community-based education

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