The outcomes of experiential learning in dental student peer chairside assistance

Abstract

Background: Although the importance of self- and peer-assessment of clinical skills by dental students have been widely researched, studies assessing student-to-student peer clinical chairside assistance are few, underscoring the need for further investigation. Methodology: All clinical year students were asked to complete a previously validated and anonymous questionnaire at the end of the academic year. Survey responses from Google Forms were analysed with SPSS 20.0 software (IBM Company, Chicago, IL, USA). Chi-square tests explored the relation between categorical variables and gender and year of study while the scale responses were tested with the Mann-Whitney U test against gender and year of study. Students were also asked to identify what they found the MOST or LEAST beneficial with peer assistance in two open-ended questions. Statistical significance was set at p<0.05 for all tests. Results: A total of 94% of the eligible clinical year dental students participated in this study. The vast majority of students (97%) found peer-assistance to be beneficial to their clinical experience, with no significant difference observed for gender and clinical year of studies (Chi2 test, p>0.05). Students in their first year of clinical experiences reported statistically significant benefits in communication skills (p=0.006), feeling judged by their peer assistant (p=0.02) and that the experience allowed them to share their anxieties with their peer assistant (p=0.038). Conclusions: This cross-sectional study indicated that clinical year students found the introduction of the peer assisting program to be beneficial, irrespective or year of study or gender. Peer chairside assistance gave students the opportunity to seek advice from peers, to increase their communication skills, and to reciprocate support in a clinical setting.