Erdal EROĞLU, Zeynep BAŞAĞAOĞLU DEMİREKİN, Merve ERKEN

Diş Anatomisi Dersi Uygulamalarının Öğrencilerin Psikomotor Becerileri Üzerindeki Etkisi

Amaç: Diş Anatomisi ve Morfolojisi uygulamalı dersinin öğrencilerin psikomotor beceri gelişimi üzerindeki etkisini değerlendirmek. Materyal-Metot: Çalışma, uygulamalı bir eğitim içeriği olan Diş Anatomisi ve Morfolojisi dersinde eğitim gören 121 gönüllü öğrencinin katılımı ile gerçekleştirildi. Öğrencilerin başlangıç ve deneyimli durumlarındaki (güz-bahar yarıyılları) psikomotor durum değerlendirmesi için 9-Delikli Çubuk-Testi (9-HPT) uygulandı. Test tamamlama süresi (sn) temel veri seti olarak kullanıldı. Baskın ve baskın olmayan el, cinsiyet, dersin sene sonu pratik not ortalaması ve üniversiteye giriş sıralaması ise değişken olarak değerlendirildi. Veriler, IBM SPSS V23 uygulamasında analiz edildi. İstatistiksel analiz için eşleştirilmiş örnek T-testi, MANOVA testi ve Spearman rho korelasyonu kullanıldı (p p<0.05). Bulgular: Başlangıç ve deneyimli dönem ölçümlerine göre katılımcılar baskın el skorlarında (20,55±2,48 / 18,32±1,84) ve baskın olmayan el skorlarında (22,78±2,66 / 20,52±2,52) anlamlı bir gelişim gösterdi (p≤0,001). Kadın katılımcıların başlangıç ve deneyimli hallerindeki baskın (20,16 ± 2,37 / 17,90 ± 1,59) ve baskın olmayan (22,40 ± 2,48 vs. 19,83 ± 1,95) el skorları anlamlı bir gelişim gösterdi (p≤0,001). Erkek katılımcıların başlangıç ve deneyimli hallerindeki baskın (21,30 ± 2,56 / 19,13 ± 2,04) ve baskın olmayan (23,52 ± 2,86 / 21,88 ± 2,95) el skorları anlamlı bir gelişim gösterdi (p=0,003). Kadın katılımcılar, baskın el skorlarında başlangıç ve deneyimli hal ölçümlerinde erkek katılımcılara göre daha iyi bir psikomotor beceri gösterdiler (p=0,016 / p≤0,001). Dönem sonu pratik not ortalaması ve üniversiteye giriş sıralaması ile psikomotor beceri gelişimi arasında anlamlı bir bağıntı bulunamadı. Sonuç: Diş Anatomisi ve Morfolojisi dersi uygulamaları öğrencilerin psikomotor beceri gelişimleri üzerinde anlamlı bir katkı sağlamaktadır.

Anahtar Kelimeler:

diş hekimliği, eğitim, diş anatomisi ve morfolojisi dersi, psikomotor beceri

Impact of the Dental Anatomy Course Trainings on the Psychomotor Skills of Students

Objective: To evaluate the impact of the dental anatomy course on the psychomotor skills of dental students.Material Methods: The study was carried on 121 volunteer students of the dental anatomy course. The 9-hole-peg- test (9-HPT) was used for psychomotor skills assessment at the beginner vs. experienced status (fall vs. spring terms). Test completion time in seconds (sec) was used as primary data. Dominant (DH), and non-dominant hand (N-DH), gender, academic success at the higher education admission test (GPA), and the course’s final assessment scores of training were used as variables. Data were analyzed with IBM SPSS V23. Paired samples t-test, the MANOVA test, and Spearman's rho correlation were used for statistical analyses (p<0.05).Results: The participants' DH scores improved from 20.55±2.48 to. 18.32±1.84 sec (p≤0.001), while N-DH scores improved from 22.78±2.66 to 20.52±2.52 sec (p≤0.001). Female's DH scores were 20.16 ± 2.37 vs. 17.90 ± 1.59 sec (p≤0.001), the N-DH scores were 22.40 ± 2.48 vs. 19.83 ± 1.95 sec (p≤0.001) among the fall and spring terms, respectively; while males’ DH scores were 21.30 ± 2.56 vs. 19.13 ± 2.04 sec (p≤0.001), and the N-DH scores were 23.52 ± 2.86s vs. 21.88 ± 2.95 sec (p=0.003). Females’ DH scores were better than males for fall (p=016) and spring (p≤0.001) terms, and N-DH scores were better for fall (p=027) and spring (p≤0.001) terms. Neither GPA nor 9-HPT scores affected the course’s end-of-term practical exam notes.Conclusion: The dental anatomy course significantly contributes to the psychomotor proficiency development of the students.

Keywords:

dentistry, education, dental anatomy course, psychomotor skills,

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