PMID- 18482360
OWN - NLM
STAT- MEDLINE
DCOM- 20081216
LR  - 20080912
IS  - 1532-849X (Electronic)
IS  - 1059-941X (Linking)
VI  - 17
IP  - 6
DP  - 2008 Aug
TI  - Students' perceptions of prosthodontics in a PBL hybrid curriculum.
PG  - 495-501
LID - 10.1111/j.1532-849X.2008.00323.x [doi]
AB  - PURPOSE: A survey was distributed to the Harvard School of Dental Medicine (HSDM) 
      predoctoral student classes of 2005 and 2006 to assess their perceptions 
      regarding preclinical prosthodontics laboratory exercises. Prosthodontics 
      curriculum clock hours, prosthodontics teaching participation, and plans for 
      specialization were also analyzed. We hypothesized that reduced hours and 
      perceived stress in the prosthodontics curriculum might impact students' choice 
      of specialty at HSDM. MATERIALS AND METHODS: HSDM preclinical prosthodontics 
      clock hours were compared with national means from published data. A survey was 
      distributed to the HSDM classes of 2005 and 2006 (n = 70) at the end of their 
      preclinical prosthodontics laboratory exercises, prior to students seeing their 
      first patient in the clinics. RESULTS: A 100% response rate was achieved. Results 
      from this study show that HSDM preclinical prosthodontics clock hours are on 
      average shorter than other schools. The majority of the students felt stressed 
      during the laboratory exercises, and they felt they did not gain adequate 
      knowledge from the lectures, resulting in low self-esteem (confidence) in 
      treating patients in the clinic. Despite this perception, HSDM students do just 
      as well, if not better, than other students, as judged by external and internal 
      outcome measures. Graduate prosthodontics specialization is still a specialty of 
      choice among the graduates when compared to national data. CONCLUSIONS: The 
      shortened preclinical didactic and laboratory exercises in prosthodontics at HSDM 
      affect student anxiety, but not their didactic and clinical performances or their 
      decisions in choosing their graduate program. Problem-based learning (PBL) 
      tutorials help the students to integrate preclinical and clinical knowledge and 
      skills in prosthodontics.
FAU - Sukotjo, Cortino
AU  - Sukotjo C
AD  - Department of Restorative and Biomaterial Sciences, Harvard School of Dental 
      Medicine, Boston, MA 02115, USA. cortino_sukotjo@hsdm.harvard.edu
FAU - Thammasitboon, Kewalin
AU  - Thammasitboon K
FAU - Howell, Howard
AU  - Howell H
FAU - Karimbux, Nadeem
AU  - Karimbux N
LA  - eng
PT  - Comparative Study
PT  - Journal Article
DEP - 20080509
PL  - United States
TA  - J Prosthodont
JT  - Journal of prosthodontics : official journal of the American College of 
      Prosthodontists
JID - 9301275
MH  - *Attitude
MH  - Career Choice
MH  - Clinical Competence
MH  - Curriculum
MH  - Denture, Complete
MH  - Denture, Partial, Fixed
MH  - Denture, Partial, Removable
MH  - *Education, Dental
MH  - Faculty, Dental
MH  - Humans
MH  - Mentors
MH  - *Problem-Based Learning
MH  - Prosthodontics/*education
MH  - Self Concept
MH  - Stress, Psychological/psychology
MH  - Students, Dental/*psychology
MH  - Teaching/methods
MH  - Time Factors
EDAT- 2008/05/17 09:00
MHDA- 2008/12/17 09:00
CRDT- 2008/05/17 09:00
PHST- 2008/05/17 09:00 [pubmed]
PHST- 2008/12/17 09:00 [medline]
PHST- 2008/05/17 09:00 [entrez]
AID - JOPR323 [pii]
AID - 10.1111/j.1532-849X.2008.00323.x [doi]
PST - ppublish
SO  - J Prosthodont. 2008 Aug;17(6):495-501. doi: 10.1111/j.1532-849X.2008.00323.x. 
      Epub 2008 May 9.