[ L’apprentissage du raisonnement clinique en prothèse dentaire (Partie I: évaluation du raisonnement clinique chez les internes en Médecine dentaire) ]
Volume 31, Issue 3, December 2020, Pages 472–483
Imane Boujoual1, B. Mbarki2, R. Bahlioui3, and Abderrahman Andoh4
1 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
2 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
3 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
4 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Background: Learning clinical reasoning (LCR) sessions were first described by Dr. M. Chamberland in 1998. These sessions are intended to support the development of clinical reasoning in a protected learning context. They are structured to reproduce the processes that clinicians spontaneously use, the generation of hypotheses, the collection of clinical data to develop a correct and seriously considered medical attitude. Objective: To analyze the impact of clinical reasoning learning sessions in dental prosthesis as an active teaching strategy applied to dental interns. Method: A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. The session duration was of two-hours, subdivided into 4 sequences: situation and evaluation before the ARC, strategic approach of the session, discussion of clinical cases aloud and finally the study of the impact of the introduction of the LCR method. Results: After the implementation of our clinical reasoning supervision model, intern’s reasoning improved and became more structured, however our session revealed clinical gaps that interns have in some disciplines. These gaps concerned specialties such as orthodontics, occlusodontics and implantology. This work is part of a set of two parts, the first deals with the evaluation of clinical reasoning in a population of dental interns at the end of their internship, and the second is a satisfaction survey relating to the introduction of LCR as a method of active teaching, within the same population.
Author Keywords: Learning Clinical Reasoning, dental medicine, Prosthodontics, Dental Education, Pedagogy.
Volume 31, Issue 3, December 2020, Pages 472–483
Imane Boujoual1, B. Mbarki2, R. Bahlioui3, and Abderrahman Andoh4
1 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
2 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
3 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
4 Unit of Fixed prosthodontics, University hospital Ibn Rochd, Faculty of dentistry of Hassan II University, Casablanca, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background: Learning clinical reasoning (LCR) sessions were first described by Dr. M. Chamberland in 1998. These sessions are intended to support the development of clinical reasoning in a protected learning context. They are structured to reproduce the processes that clinicians spontaneously use, the generation of hypotheses, the collection of clinical data to develop a correct and seriously considered medical attitude. Objective: To analyze the impact of clinical reasoning learning sessions in dental prosthesis as an active teaching strategy applied to dental interns. Method: A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. The session duration was of two-hours, subdivided into 4 sequences: situation and evaluation before the ARC, strategic approach of the session, discussion of clinical cases aloud and finally the study of the impact of the introduction of the LCR method. Results: After the implementation of our clinical reasoning supervision model, intern’s reasoning improved and became more structured, however our session revealed clinical gaps that interns have in some disciplines. These gaps concerned specialties such as orthodontics, occlusodontics and implantology. This work is part of a set of two parts, the first deals with the evaluation of clinical reasoning in a population of dental interns at the end of their internship, and the second is a satisfaction survey relating to the introduction of LCR as a method of active teaching, within the same population.
Author Keywords: Learning Clinical Reasoning, dental medicine, Prosthodontics, Dental Education, Pedagogy.
Abstract: (french)
Contexte: Les séances d’ARC ont été décrites la première fois par Docteur M. Chamberland en 1998. Ces séances visent à soutenir le développement du raisonnement clinique dans un contexte d’apprentissage protégé. Elles sont structurées pour reproduire les processus qu’utilisent spontanément les cliniciens, la génération d’hypothèses, la collecte des données cliniques pour élaborer une attitude médicale correcte et sérieusement réfléchie. Objectif: Analyser l’impact des séances d’apprentissage du raisonnement clinique en prothèse dentaire comme stratégie de pédagogie active appliquée aux internes en médecine dentaire. Méthode: Une enquête épidémiologique transversale descriptive a été menée sur 12 internes (parmi 19 convoqués) des promotions 2017 et 2018. Notre enquête était sous forme d’une séance de deux heures, subdivisée en 4 séquences: mise en situation et évaluation avant l’ARC, démarche stratégique de la séance, discussion des cas cliniques à haute voix et enfin l’étude de l’impact de l’introduction de la méthode d’ARC. Résultats: Après la mise en place de notre modèle de supervision du raisonnement clinique, le raisonnement des internes s’est amélioré et il est devenu plus structuré, toutefois notre séance a révélé les lacunes cliniques qu’ont les internes dans certaines disciplines. Ces lacunes relèvent de spécialités telles que l’orthodontie, l’occlusodontie et l’implantologie. Ce travail fait partie d’un ensemble de deux parties, la première traite l’évaluation du raisonnement clinique chez une population d’internes en médecine dentaire en fin d’internat, et la deuxième est une enquête de satisfaction relative à l’introduction de l’ARC comme méthode de pédagogie active, auprès de cette même population.
Author Keywords: Apprentissage du Raisonnement Clinique, Médecine dentaire, Prosthèse dentaire, Enseignement dentaire, Pédagogie.
How to Cite this Article
Imane Boujoual, B. Mbarki, R. Bahlioui, and Abderrahman Andoh, “Learning clinical reasoning in prosthodontics (Part I: Evaluation of clinical reasoning among dental interns),” International Journal of Innovation and Applied Studies, vol. 31, no. 3, pp. 472–483, December 2020.
