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ISSN : 0376-4672
본 연구의 목적은 본과 3학년과 본과 4학년 교육과정을 마친 학생을 대상으로 치과의사 실기시험의 핵심 평가요소에 대한 학생의 자기효능감을 조사하고, 각 영역에서 직접진료경험과 자기효능감의 연관성을 분석하는 것이다. 본 연구에서는 실기시험의 22개 평가영역과 핵심평가요소를 자기효능감을 측정하는 설문 문항 형태로 변환하여 리커트 척도(Likert scale)에 따라 1점(매우 그렇지 않다)부터 5점(매우 그렇다) 응답하도록 구성하였고, 22개 영역에 대한 학생들의 직접임상진료경험 유무를 조사하였다. 수집된 자료에서 각 학생의 영역별 평균을 도출하고, 학생들의 특성인 성별, 입학 유형(예과/편입), 학년에 따라 평균점수를 Student’s t-test로 비교하고, 나이, 직접진료환자수에 따라 one-way ANOVA 분석으로 평균점수를 비교하였다(α=0.05). 그리고 각 영역에서 직접진료경험 유무에 따라 Student’s t-test를 시행하였다(α=0.05). 22개 영역 중 20개 영역에서 학년별로 평균 점수에 유의차가 있었으며 본과 4학년의 점수가 유의하게 높았다. 측두하악장애 촉진검사와 유치열 및 혼합치열 공간관리는 학년 간에 평균 점수의 차이가 없었다. 전체 22개 영역 중 본과 4학년의 직접진료경험이 100%인 영역은 11개 영역이었고, 근관치료의 경우 낮은 점수를 보였다. 본과 4학년의 직접진료경험 유무에 따라 자기효능감에 차이가 있는 영역은 치면열구전색술, 구강악안면뇌신경검사, 측두하악장애 촉진검사, 봉합술, 유치열 및 혼합치열 공간관리였다. 본과 4학년의 직접진료경험 유무에 따라 자기효능감에 차이가 없는 영역 중 구치부 금인레이 와동형성, 주조금관을 위한 구치부 지대치 형성과 임시치관 제작, 금속도재관을 위한 전치부 지대치 형성과 임시치관 제작은 낮았다. 본 연구는 원내생의 자기효능감에 있어서 직접진료환자수보다 다양한 분야에서의 진료 경험을 늘리는 것이 중요하다는 것을 보여주었으며, 따라서 원내생진료실의 임상실습은 환자의 양적 증가만을 따지는 것보다 원내생이 개입의 결과를 평가, 판단, 되먹임하여 이후 임상에 적용할 수 있도록 설계되어야 할 필요가 있음을 보였다.
This study aimed to explore the self-efficacy of dental students in the evaluation areas of practical examination of the Dental National Board Examination, which will be first introduced to 2022 graduates. In this study, 22 evaluation areas of practical examination and their core evaluation elements of each evaluation area were converted into a 5-point Likert scale questionnaire to investigate the self-efficacy of dental students. Statistical data analysis using SPSS was conducted to compare various student’s characteristics (α=0.05): (a) student's t-test for the gender, admission type, grade, and D3 students’ direct patient care experience in each evaluation area and (b) one-way ANOVA for the age and number of patients treated by D4 students. The results are as follows: (a) D4 students showed statistically higher scores than D3 students in 20 evaluation areas, (b) D4 students had a full direct patient care experience in 11 evaluation areas, (c) There were significant differences in five evaluation areas according to the D4’s direct patient care experience, and (d) D4 students showed low self-efficacy in three evaluation areas compared to the overall average even they have performed their direct patient care. The findings of this study indicated that it is necessary to not only enhance the direct patient care experience of predoctoral students, but also provide more additional educational experience according to the treatment area. This study suggests that the clinical practice of dental students’ needs to be designed to provide more appropriate intervention, evaluation, and feedback, rather than considering only the quantitative increase in direct patient care experience.
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