[논문]치위생(학)과 학생의 임상실습 만족도 분석

전은영; 안소희; 박일순

doi:10.14400/jdc.2019.17.12.353

치위생(학)과 학생의 임상실습 만족도 분석
Analysis of satisfaction with clinical training in dental hygiene students 원문보기

디지털융복합연구 = Journal of digital convergence, v.17 no.12, 2019년, pp.353 - 365

전은영 (경복대학교 치위생과) , 안소희 (경복대학교 치위생과) , 박일순 (경동대학교 치위생학과)

초록
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본 연구는 치위생(학)과 학생들에게 보다 나은 임상실습교육을 제공하기 위해 학제와 재학특성에 따른 임상실습 만족을 파악하고, 임상실습 업무별 만족이 전반적인 임상실습 만족도에 미치는 영향을 분석하였다. 연구대상은 임상실습 경험이 있는 강원도 소재의 K 대학(279명)과 경기도 소재의 K 대학(154명)을 편의추출 하였다. 임상실습에 대한 치위생(학)과 학생들의 전반적인 만족도는 학제, 재학특성, 임상실습 내용별 만족, 임상실습 업무별 만족에 따라 차이가 있었다. 또한, 임상실습 업무별 만족도는 임상실습 전반적 만족도에 영향을 주는 것으로 나타났다. 이에 체계적인 실습교육을 제공하기 위한 실습 내용과 방법의 적절성을 확보하는 등의 적극적인 노력이 요구되며, 임상실습 만족도에 대한 지속적인 후속연구가 필요할 것이다.

Abstract ▼ AI-Helper

This study examined satisfaction with clinical training according to school system and school-related characteristics and analyzed the effect of satisfaction by clinical training task on the overall satisfaction with clinical training. Participants were convenience sampled from students of K University in Gangwon-do (n=279) and K University in Gyeonggi-do (n=154) who have undergone clinical training. The overall satisfaction with clinical training in dental hygiene students differed according to the school system, school-related characteristics, satisfaction by clinical training topic, and satisfaction by clinical training task. Satisfaction by clinical training task had an effect on overall satisfaction with clinical training. Thus, substantial effort, such as ensuring appropriate contents and methods of training.

주제어

표/그림 (7)

표 Table 1. Clinical training facility
표 Table 2. Differences in satisfaction with clinical training according to school system
표 Table 3. Satisfaction with clinical training according to school-related characteristics
표 Table 4. Satisfaction by clinical training topic according to school-related characteristics
표 Table 5. Satisfaction by clinical training task according to school-related characteristics
표 Table 6. Correlation between satisfaction by clinical training task and overall satisfaction with clinical training
표 Table 7. Effects of satisfaction by clinical training task on overall satisfaction with clinical training

AI 본문요약
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문제 정의

This study aimed to investigate the effects of satisfaction with clinical training according to school-related characteristics and satisfaction by clinical training task on overall satisfaction with clinical training in order to promote better clinical training education. The following results were obtained:

제안 방법

The instrument used in this study was developed and modified by Park [14], and it consists of school system, school-related characteristics, satisfaction by clinical training topic, and satisfaction by clinical training task. School system was classified into three-year and four-year systems.
The survey was administered for about three months from April 6, 2019 to July 12, 2019 using a structured, self-reported online questionnaire. A total of 490 students submitted the survey, and after excluding 57 questionnaires with missing and insincere responses, 433 (88.

대상 데이터

The survey was administered for about three months from April 6, 2019 to July 12, 2019 using a structured, self-reported online questionnaire. A total of 490 students submitted the survey, and after excluding 57 questionnaires with missing and insincere responses, 433 (88.4%) were included in the final analysis.

데이터처리

Satisfaction with clinical training according to clinical training facility was assessed with chi-square test in multiple response analysis. Differences in overall satisfaction with clinical training, satisfaction by clinical training topic, and satisfaction by clinical training task according to school system and school-related characteristics were analyzed with independent sample t-test and one-way ANOVA. The association between satisfaction by clinical training task and satisfaction with clinical training was analyzed with Pearson correlation, and the effects of satisfaction by clinical training task on satisfaction with clinical training were identified with multiple regression.
Differences in satisfaction with clinical training according to motive for choosing major, average grades, satisfaction with major, length of clinical training, and person who assigns the training facility were examined with independent sample t-tests and one-way ANOVA. There were statistically significant differences according to average grades (F=3.
Differences in satisfaction with interestingness of training and increased understanding, satisfaction with pride in the roles of dental hygienists, satisfaction with understanding of patients, and dental care and understanding according to participants’ school-related characteristics were analyzed with independent t-tests and one-way ANOVA.
Differences in satisfaction with preventive dental care, oral health education, dental care cooperation, and hospital and patient management according to participants’ school-related characteristics were analyzed with independent t-tests and one-way ANOVA.
Pearson correlation analysis was performed to examine the association between satisfaction by clinical training task and overall satisfaction with clinical training. Overall satisfaction with clinical training was positively correlated with satisfaction with preventive dental care, oral health education, dental care cooperation, and hospital and patient management, to a statistically significant extent.
Differences in overall satisfaction with clinical training, satisfaction by clinical training topic, and satisfaction by clinical training task according to school system and school-related characteristics were analyzed with independent sample t-test and one-way ANOVA. The association between satisfaction by clinical training task and satisfaction with clinical training was analyzed with Pearson correlation, and the effects of satisfaction by clinical training task on satisfaction with clinical training were identified with multiple regression. Statistical significance was set at 0.

성능/효과

1. Clinical training in dental clinics was more common among students in third-year colleges than students in four-year colleges, and clinical training in dental hospitals, university hospitals, public health centers, school’s oral health centers, and dentistry-related enterprises was more common among students in four-year colleges than among students in three-year colleges.
2. Overall satisfaction with clinical training, satisfaction with “helpful for improving expertise,” and satisfaction with preventive dental care, oral health education, dental care cooperation, and hospital and patient management significantly differed according to school system (p=0.05).
3. Satisfaction with clinical training significantly differed according to average grades, satisfaction with major, and length of clinical training (p=0.05).
4. Among satisfaction by clinical training topic, satisfaction with “interestingness of training and increased understanding,” “pride in the roles of dental hygienists,” and “understanding of patients” significantly differed according to motive for choosing major (p=0.05).
5. Among satisfaction by clinical training task, satisfaction with “preventive dental care,” “oral health education,” and “dental care cooperation” significantly differed according to average grades and satisfaction with major (p=0.05).
6. All satisfaction by clinical training task items were positively correlated with overall satisfaction with clinical training (p=0.05).
7. Satisfaction with “oral health education,” “dental care cooperation,” and “hospital and patient management” had statistically significant effects on the overall satisfaction with clinical training (p=0.05).
In the multiple regressions performed to identify the effects of satisfaction by clinical training task on the overall satisfaction with clinical training, overall satisfaction with clinical training significantly increased with increasing satisfaction with oral health education, dental care cooperation, and hospital and patient management, but satisfaction with preventive dental care did not significantly affect overall satisfaction. According to Park [19], who examined the frequency of each of the domains of clinical training, the frequency of preventive dental care was lower (2.
Post-hoc test for satisfaction with major showed that the mean score was higher for those who are “extremely satisfied” than for those who are “relatively satisfied,” “moderate,” “relatively unsatisfied,” and “extremely unsatisfied,” and the mean score was higher for those who are “relatively satisfied” than for those who are “extremely unsatisfied.
The effects of satisfaction by clinical training task on overall satisfaction with clinical training were examined using multiple regressions with satisfaction by clinical training task as the independent variable and the effect on overall satisfaction with clinical training as the dependent variable. The regression model was statistically significant (F=40.
The regression model was statistically significant (F=40.221, p<0.001), with an explanatory power of 26.6% (adjusted R²=0.266).

후속연구

Hence, this study aims to investigate satisfaction with clinical training according to school system and School-related characteristics and analyze the effects of satisfaction for each clinical training task on the overall satisfaction with clinical training, in an attempt to devise specific measures to provide better clinical training instruction to dental hygiene students.
Oh [24] reported that clinical training experience is associated with academic performance and satisfaction with major. Therefore, additional studies are needed to further examine satisfaction by clinical training task and satisfaction with major among dental hygiene students according to school system and training facility.

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