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"May I help you?" - Evaluation of the new student service at the reception desk during the clinical courses at the Department of Operative Dentistry and Periodontology as a part of a longitudinal curriculum of social and communicative competences for dental students.

Lichtenstein N, Ensmann I, Haak R, Hallal H, Kupke J, Matthes J, Noack M, Wicht M, Stosch C - GMS Z Med Ausbild (2015)

Bottom Line: The reception service was successfully implemented and endorsed by the students.To what extent the implementation of reflexive elements can increase the subjectively perceived additional benefit by students, has to be addressed in further studies.Abstract available from the publisher.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universität zu Köln, Medizinische Fakultät, Studiendekanat, Köln, Deutschland.

ABSTRACT

Objectives: Since 2009, the University of Cologne has been developing a longitudinal curriculum for teaching social and communicative skills to dental students (LSK-Dent) based on the recommendations of the Association for Dental Education in Europe (ADEE). As a part of this curriculum it was considered to develop a reception service in the undergraduate treatment courses of the Department of Operative Dentistry and Periodontology involving the organizational and administrative handling of the patients by the students. Students should gain an insight into everyday practice and the reception service should function as a learning environment for social und communicative competences. This article introduces the LSK-Dent project, the implementation of the reception service and presents initial evaluation results.

Methods: Patients (n=575) and students (n=53) filled out a questionnaire. Additionally, four semi-structured interviews with students were conducted.

Results: The reception service was successfully implemented and endorsed by the students. First indications suggest that the reception service was well received by students as a learning environment for social und communicative competences and viewed as an opportunity to gain an insight into everyday practice.

Conclusion: The reception service is an innovative addition to the treatment courses and an example for transforming an already existing reality in a course into a new learning environment for students. To what extent the implementation of reflexive elements can increase the subjectively perceived additional benefit by students, has to be addressed in further studies.

No MeSH data available.


Related in: MedlinePlus

Students‘ assessment concerning insight into everyday practice (n=53)
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Figure 3: Students‘ assessment concerning insight into everyday practice (n=53)

Mentions: All in all students reported that they gained insight into everyday practice by participating in the reception service. This is evident from the answers in the questionnaire (see figure 3 (Fig. 3)) and from comments during the interviews. Predominantly mentioned is the scheduling of the patients since the students conducting the reception service did not only have to schedule their own patients but all patients who had an appointment that day and the students had to be available for any questions by the patients.


"May I help you?" - Evaluation of the new student service at the reception desk during the clinical courses at the Department of Operative Dentistry and Periodontology as a part of a longitudinal curriculum of social and communicative competences for dental students.

Lichtenstein N, Ensmann I, Haak R, Hallal H, Kupke J, Matthes J, Noack M, Wicht M, Stosch C - GMS Z Med Ausbild (2015)

Students‘ assessment concerning insight into everyday practice (n=53)
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4580440&req=5

Figure 3: Students‘ assessment concerning insight into everyday practice (n=53)
Mentions: All in all students reported that they gained insight into everyday practice by participating in the reception service. This is evident from the answers in the questionnaire (see figure 3 (Fig. 3)) and from comments during the interviews. Predominantly mentioned is the scheduling of the patients since the students conducting the reception service did not only have to schedule their own patients but all patients who had an appointment that day and the students had to be available for any questions by the patients.

Bottom Line: The reception service was successfully implemented and endorsed by the students.To what extent the implementation of reflexive elements can increase the subjectively perceived additional benefit by students, has to be addressed in further studies.Abstract available from the publisher.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universität zu Köln, Medizinische Fakultät, Studiendekanat, Köln, Deutschland.

ABSTRACT

Objectives: Since 2009, the University of Cologne has been developing a longitudinal curriculum for teaching social and communicative skills to dental students (LSK-Dent) based on the recommendations of the Association for Dental Education in Europe (ADEE). As a part of this curriculum it was considered to develop a reception service in the undergraduate treatment courses of the Department of Operative Dentistry and Periodontology involving the organizational and administrative handling of the patients by the students. Students should gain an insight into everyday practice and the reception service should function as a learning environment for social und communicative competences. This article introduces the LSK-Dent project, the implementation of the reception service and presents initial evaluation results.

Methods: Patients (n=575) and students (n=53) filled out a questionnaire. Additionally, four semi-structured interviews with students were conducted.

Results: The reception service was successfully implemented and endorsed by the students. First indications suggest that the reception service was well received by students as a learning environment for social und communicative competences and viewed as an opportunity to gain an insight into everyday practice.

Conclusion: The reception service is an innovative addition to the treatment courses and an example for transforming an already existing reality in a course into a new learning environment for students. To what extent the implementation of reflexive elements can increase the subjectively perceived additional benefit by students, has to be addressed in further studies.

No MeSH data available.


Related in: MedlinePlus