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Extramural clinic in comprehensive care education
Author(s) -
Petersson K.,
Nilner M.,
Rohlin M.
Publication year - 2003
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1034/j.1600-0579.2003.00331.x
Subject(s) - competence (human resources) , medical education , context (archaeology) , medicine , perception , scale (ratio) , professional development , psychology , nursing , social psychology , paleontology , physics , quantum mechanics , neuroscience , biology
In the Malmo model, the students' experience of their future professional context is a basic principle. Therefore, comprehensive care education includes one day per week in the public dental health service during the 9th and 10th semesters. There are three main objectives of this clinical module that the students should be able to, namely:• Further develop insights in general dentistry and its pre‐requisites in Sweden. • Identify themselves as a member of the professional team. • ‘Think like a dentist’.A questionnaire was given to final year students and their clinical supervisors in the public dental health service. The students were asked to self‐assess to which extent they had achieved the objectives and to list the most valuable experiences of their practice. The supervisors assessed the students' fulfilment of the objectives and were asked on their experience of the co‐operation with the dental school and their perception of the students' clinical competence. On a 9‐grade rating scale both students and supervisors rated the fulfilment of the objectives high (7–9). The supervisors rated somewhat higher than the students did. The students mentioned that it was most valuable to take full responsibility, work closely together with a dental assistant and to experience a ‘real’ professional context. The supervisors' most frequent comment was that the co‐operation with the faculty could be improved considerably. Our conclusion is that both the dental students and their clinical supervisors considered this model for extramural clinical training most valuable .