The experience of dental students on their transition from preclinical to clinical training at an Irish dental school and curriculum measures to ease the transition
Introduction In undergraduate dental education, there are significant learning landmarks. Prominent among these is the student transition from the preclinical to the clinical phase of their learning journey. This transition is significant and often challenging but has not been widely interrogated in Irish dental education. Aims This study was designed to explore the perceptions of undergraduate dental students studying for the Degree of Bachelor in Dental Surgery (BDS), in University College Cork (UCC), based in the Cork University Dental School & Hospital (CUDSH), to give voice to the student perspective and to recommend curriculum responses. Methods A mixed methods approach was employed. This included a quantitative survey where student participants (N=128) responded to statements using a 5-point Likert scale to indicate their agreement or otherwise, across the following domains: Transition & Professional Socialisation; Workload; Patient Contact; Knowledge & Skills and Learning & Education. Participants also engaged in a brainstorming exercise, based on a Focus Prompt to enumerate their suggestions for areas which they would like to have addressed in a curriculum to support the preclinical to clinical transition for dental students. Group Concept Mapping (GCM) methodology was introduced, for the first time in relation to curriculum evaluation in Dentistry, to sort and rate the resultant suggestions for improvement, as to their importance and ease of inclusion in a dental curriculum. Results When looked at in synthesis, the combined data from the quantitative and qualitative elements of the study were analysed and recommendations made for curriculum development. Participants perceived that they were nervous beginning clinical work, where they found the transition to be abrupt and associated with an increased workload. With time, they found their overall transition to be satisfactory. They requested clinical exposure earlier in the course; enhanced familiarisation with the clinical environment in advance of beginning on clinics; more professional modelling from peers and staff; greater standardisation of teaching and assessment; a larger selection of patients and more education in clinical problem solving. They valued simulation learning and were happy with their teachers and support staff. Students were generally happy with their knowledge levels in preparation for their transition and found they adapted their learning styles accordingly. The transition experience of dental students in CUDSH compared favourably with aspects of the transition among students in other centres internationally. Conclusion Perceptions of the preclinical to clinical transition of undergraduate dental students in CUDSH have been examined in this study. Whilst the transition is a rite of passage for dental students, on the whole they did well. Areas which they would like to see enhanced have been mapped out, many of which are readily implementable. There is scope for further work to compare the transition with that in other schools and to assess the benefits of curriculum adaptations introduced based on recommendations made in this work.
Dental student experience, Group concept mapping, Curriculum measures
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