[ L’apprentissage du raisonnement clinique en prothèse dentaire (Partie II: Enquête de satisfaction relative à l’introduction de l’ARC comme méthode de pédagogie active chez les internes en médecine dentaire) ]
Volume 31, Issue 3, December 2020, Pages 484–497
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.
A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. Our survey was in the form of a two-hour session, subdivided into 4 sequences: situation and evaluation of clinical reasoning in dental interns before LCR, discussion of clinical cases in groups and finally the study of the impact of the introduction of the LCR method. This satisfaction survey focused on several axes (pedagogical, technical and general appreciation aspects), respondents had to choose between five different degrees of satisfaction according to the LIKERT scale. The overall appreciation was very positive and the experience of introducing LCR as a model of pedagogical supervision was very accepted by all interns and they also demonstrated their preference for group work. 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 this same population.
Author Keywords: Learning Clinical Reasoning, dental medicine, Prosthodontics, Dental Education, Pedagogy.
Volume 31, Issue 3, December 2020, Pages 484–497
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
A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. Our survey was in the form of a two-hour session, subdivided into 4 sequences: situation and evaluation of clinical reasoning in dental interns before LCR, discussion of clinical cases in groups and finally the study of the impact of the introduction of the LCR method. This satisfaction survey focused on several axes (pedagogical, technical and general appreciation aspects), respondents had to choose between five different degrees of satisfaction according to the LIKERT scale. The overall appreciation was very positive and the experience of introducing LCR as a model of pedagogical supervision was very accepted by all interns and they also demonstrated their preference for group work. 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 this same population.
Author Keywords: Learning Clinical Reasoning, dental medicine, Prosthodontics, Dental Education, Pedagogy.
Abstract: (french)
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 du raisonnement clinique chez les internes en médecine dentaire avant l’ARC, discussion des cas cliniques en groupe et enfin l’étude de l’impact de l’introduction de la méthode d’ARC. Cette enquête de satisfaction s’est focalisée sur plusieurs axes (aspects pédagogiques, techniques et appréciation générale), les répondants devaient choisir entre cinq différents degrés de satisfaction selon l’échelle de LIKERT. L’appréciation globale était très positive et l’expérience de l’introduction de l’ARC comme modèle de supervision pédagogique était très accepté par tous les internes en outre ils ont démontré leur préférence du travail en groupe. 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 II: Satisfaction survey relating to the introduction of LCR as an active teaching method among dental interns),” International Journal of Innovation and Applied Studies, vol. 31, no. 3, pp. 484–497, December 2020.
