Boosting Student Confidence: Mastering Clinical Skills in Dental School
Imagine a group of aspiring dental students embarking on a summer journey to boost their self-confidence in the world of public dentistry. However, the results of this intriguing assessment reveal a surprising twist: overall, these students reported no significant change in their self-assurance levels. While we could only dismiss our null hypothesis concerning the daunting task of tooth extraction, the other nine clinical skills showed an unyielding consistency in confidence before and after their clinical internships.
But here’s where it gets a bit murky. The study didn’t capture how many hours these students clocked in at general dentistry during their crucial 12-week summer break, leaving us in the dark about the actual number of patients they treated. Our goal was to measure their confidence levels before and after they were temporarily licensed to practice, but we were restricted to the limited number of students enrolled in the course. All students were invited to participate, and to our delight, only three opted out. Yet, a 15% dropout rate meant that just 54 of the invited students completed the follow-up survey. With anonymity on our side, we missed the chance to explore why some students chose to drop off the radar—a limitation that certainly puts a damper on our findings.
The procedures evaluated in this study reflect the everyday tasks that dentists encounter, suggesting that exposure to these skills doesn’t require a lengthy stretch in the field. The students were given a mere 12 weeks to navigate the complexities of general dentistry, raising the question: was their patient exposure enough to bolster their clinical experience? By the end of their ninth semester, these students had already undergone rigorous clinical training, participating in roughly 20 to 24 hours of hands-on practice each week since their third year. Their initial training kicks off in the fourth semester, covering essential skills like radiographic examinations. By the fifth semester, they delve into local anesthesia, tooth extractions, periodontal treatments, and cariology. However, this structured, subject-by-subject approach has its drawbacks, as it can stretch out the learning process and sometimes limit students’ mastery of comprehensive patient care.
Interestingly, when we analyzed their confidence levels, students rated themselves quite highly, with no substantial changes in their self-assurance before and after the summer’s hands-on learning. This comprehensive curriculum at Umeå University intertwines didactic and clinical subjects, but it might also stifle a well-rounded understanding of dental care. Students reported feeling a lack of progress in their knowledge as they encountered a diverse range of patient needs. Instead of focusing on isolated subjects, effective patient care requires a holistic approach that addresses the overall dental health of individuals.
To get a clearer picture of their readiness for the real world, we assessed their confidence in critical areas such as responsibility, therapy selection, and follow-up planning. In our survey, students indicated whether they had completed specific clinical tasks during their summer internships by simply answering ‘yes’ or ‘no.’ The results? Those who had hands-on experience reported significantly higher confidence levels in their dental abilities across multiple tasks. This aligns perfectly with established research showing a strong correlation between clinical training duration and the retention and application of knowledge.
Among the 67 students assessed, 63 participated in the study. While we didn’t specifically explore gender influences, it’s worth noting that females made up a substantial two-thirds of the group (45 out of 67). Numerous studies suggest that female students often report lower self-confidence in clinical settings compared to their male counterparts. In light of this, it’s fascinating to consider the gender dynamics at play within our survey results.
For our assessment, we used a ten-point scale to gauge confidence, mirroring methodologies from previous studies that explored various educational tactics in clinical training. Notably, students expressed high confidence in certain areas, like administering local anesthesia, but their self-assurance dipped when it came to more complex procedures, such as pulp therapy. This echoes findings from other research that highlighted a desire for more preclinical training in challenging areas of dentistry.
When it came to instrumental treatment of caries in children, Umeå students showed a lack of confidence, largely due to the timing of their curriculum. The relevant training doesn’t kick in until later in their education, potentially leaving a gap in their practical experience. Similarly, experiences with dental trauma can be daunting, as these cases often entail intricate medical considerations. Umeå students rated their confidence in managing dento-alveolar trauma at the lowest level. This aligns with other studies where students expressed hesitancy regarding their skills in pediatric dentistry, particularly in emergency situations.
To lift students’ confidence in critical areas like handling caries, performing endodontic procedures, and managing dental trauma, we propose that they observe specialists in action before they dive in themselves. Prior studies emphasize that such exposure can ease the transition into clinical practice, enhance learning retention, and improve patient interactions.
Interestingly, dental extraction stood out as the one area where self-confidence soared after the summer clinical internship. The oral surgery program in Umeå places a strong emphasis on teaching students to perform complex extractions, such as impacted mandibular third molars. Given that patients in northern Sweden often travel long distances for specialized care, this training is crucial—it equips students with the skills and confidence needed to tackle even the most challenging procedures.
While this study provides invaluable insights, it’s important to note the limitations. We can’t pinpoint where students completed their clinical placements or how many procedures they performed on specific tasks. Therefore, it’s essential to conduct further research with larger cohorts to determine if the frequency of procedures is a key player in boosting self-confidence—after all, even limited exposure can pave the way for a secure and competent professional future.
