Research Article
Volume 21 Issue 1 - 2022
Moroccan Dental Students’ Perspectives on Clinical Reasoning Learning in Orthodontics
Hakima Aghoutan1*, Lamia Bouchghel1, Ayoub El Mgani2 and Farid El Quars1
1Department of Orthodontics, Faculty of Dentistry, Hassan II University of Casablanca, Morocco
2Private Practice, Casablanca, Morocco
*Corresponding Author: Hakima Aghoutan, Department of Orthodontics, Faculty of Dentistry, Hassan II University of Casablanca, Morocco.
Received: December 17, 2021; Published: December 31, 2021




Abstract

Background: Clinical reasoning learning is a pedagogical method based on contextualized education and complements theoretical teaching in the dental training.

Objective: To gather the perceptions of undergraduate students at the Faculty of Dentistry of Casablanca towards clinical reasoning learning sessions in orthodontics and investigate the influence of different curricula on reasoning skills acquisition to improve basic orthodontic education.

Materials and Methods: We carried out a descriptive cross-sectional study of fifth year students at the Faculty of Dentistry in Casablanca at the end of their traineeship period. An anonymous self-completed questionnaire was used and consisted of four parts: demographic information, assessment of pedagogical and technical aspects, and general appreciations of the clinical reasoning learning sessions in orthodontic training. Statistical SPSS software (version 16.0, SPSS Inc, Chicago, IL, USA.) was used to analyze the data according to two descriptive and analytic approaches.

Results: Out of 122 questionnaires distributed, 120 were returned (a total response rate of 98.3%). 77.5% and 43.3% of students were 70% satisfied with the pedagogical and technical aspects respectively. Clinical reasoning learning method was rated as suitable for teaching orthodontics by 80% of the fifth year dental students. However, some difficulties with cephalometric tracing and documentary research have been reported. The need for early access to dento-Facial Orthopedics service has been declared by the participants to be able to confront the theoretical notions with clinical reality. Clinical reasoning learning sessions with clearly defined objectives are considered interesting and useful in orthodontic learning for 87,2% of students and 68.8% achieved more than 50% of the course objectives.

Conclusion: Learning through clinical reasoning is a constructive teaching method to adapt to the early years of orthodontic education to improve teaching effectiveness and learning outcomes.

 

Keywords: Clinical Reasoning; Active Learning; Orthodontics; Perspectives; Undergraduate Students; Morocco

References

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Citation: Hakima Aghoutan., et al. “Moroccan Dental Students’ Perspectives on Clinical Reasoning Learning in Orthodontics”. EC Dental Science 21.1 (2021): 54-61.

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