BMC oral health · 2025
Exploring threshold concepts, tacit knowledge, and strategies for competency in restorative dentistry and fixed prosthodontics: a mixed-methods study among undergraduate dental students.
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Maneechot Kulchaya, Piyawannarat Pasin, Pornkraisri Siphalath, Limpuangthip Nareudee, Chuenjitwongsa Supachai
Аннотация
BACKGROUND: Acquiring competency in restorative dentistry (RD) and fixed prosthodontics (FP) is challenging for undergraduate dental students due to the presence of threshold concepts and tacit knowledge. The aim of this study was to identify the threshold concepts (knowledge barriers) and tacit knowledge (skill development barriers) necessary for achieving competencies in RD and FP using quantitative and qualitative approaches. The strategies for attaining these competencies were also proposed.
METHODS: The present study adopted a critical-theorist mixed-method study design, using quantitative and qualitative approaches. The participants were third- to sixth-year dental students, and recent graduates. An online questionnaire was used to investigate the knowledge and skill required for achieving competency and barriers in RD and FP. Four focus group interviews were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis.
RESULTS: A total of 275 dental students and recent graduates completed online questionnaires (56.8% response rate), and 28 of them participated in focus group interviews. The threshold concepts for RD comprised restorative techniques, covering cavity preparation design and restorative material selection. The tacit knowledge for RD was caries removal. Threshold concepts for FP focused on resin cement and treatment planning, including crown and bridge design and restorative material selection. The tacit knowledge for FP encompassed tooth or cavity preparation and material handling. Observing the actual work situations and the educators' ability to articulate and clarify are crucial to overcome these barriers. Furthermore, working and practicing in real clinical situations was the most important factor for enhancing practical skill.
CONCLUSIONS: Developing competency in RD and FP requires integrating knowledge and skill. Barriers to competency development were identified based on threshold concepts and tacit knowledge. To enhance learning and competency development, focus should be placed on three components, including learners, teaching materials, and educators.
METHODS: The present study adopted a critical-theorist mixed-method study design, using quantitative and qualitative approaches. The participants were third- to sixth-year dental students, and recent graduates. An online questionnaire was used to investigate the knowledge and skill required for achieving competency and barriers in RD and FP. Four focus group interviews were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis.
RESULTS: A total of 275 dental students and recent graduates completed online questionnaires (56.8% response rate), and 28 of them participated in focus group interviews. The threshold concepts for RD comprised restorative techniques, covering cavity preparation design and restorative material selection. The tacit knowledge for RD was caries removal. Threshold concepts for FP focused on resin cement and treatment planning, including crown and bridge design and restorative material selection. The tacit knowledge for FP encompassed tooth or cavity preparation and material handling. Observing the actual work situations and the educators' ability to articulate and clarify are crucial to overcome these barriers. Furthermore, working and practicing in real clinical situations was the most important factor for enhancing practical skill.
CONCLUSIONS: Developing competency in RD and FP requires integrating knowledge and skill. Barriers to competency development were identified based on threshold concepts and tacit knowledge. To enhance learning and competency development, focus should be placed on three components, including learners, teaching materials, and educators.