Abstract：
OBJECTIVE: Hands-on learning environments can challenge learners\' wellbeing in dental education, given their unfamiliarity with students. As today\'s learners are more aware about their wellbeing needs, it is important to explore the depth and complexity of the challenges they experience and provide them with the necessary support strategies. This study aims to identify the challenges and sources of cognitive overload of early years\' dental students across two time-points: 2012 and 2022. We also aim to describe the students\' recommendations for future program revision considerations to support students\' wellbeing.
METHODS: This study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first-year dental students in 2023. Quantitively, we utilized first-year dental students\' responses to the Study Habits survey administered in 2012/2013.
RESULTS: Five main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non-graded exercises, additional resources, and re-organizing the curriculum.
CONCLUSIONS: This study adopts a wellbeing lens to examine students\' transition into hands-on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.
METHODS: This study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first-year dental students in 2023. Quantitively, we utilized first-year dental students\' responses to the Study Habits survey administered in 2012/2013.
RESULTS: Five main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non-graded exercises, additional resources, and re-organizing the curriculum.
CONCLUSIONS: This study adopts a wellbeing lens to examine students\' transition into hands-on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.
摘要：
目标：动手学习环境可以挑战学习者在牙科教育中的幸福感，鉴于他们对学生不熟悉。随着今天的学习者越来越意识到他们的幸福需求，重要的是探索他们经历的挑战的深度和复杂性，并为他们提供必要的支持策略。这项研究旨在确定在两个时间点：2012年和2022年，早期牙科学生的认知超负荷的挑战和来源。我们还旨在描述学生对未来计划修订考虑的建议，以支持学生的福祉。
方法：本研究采用定性和定量两种方法。定性,我们使用了解释性描述方法,并在2023年对一年级牙科学生进行了焦点小组.定量地,我们利用一年级牙科学生对2012/2013年进行的研究习惯调查的回答。
结果：焦点小组和调查数据中出现了认知负荷的五个主要问题和来源：学习曲线的陡度，不一致的反馈，寻求支持的耻辱，结构和组织挑战，缺乏资源。学生们还提出了一些支持他们福祉的建议，包括时间,讲师支持,非分级练习，额外资源,重新组织课程。
结论：本研究采用健康视角来考察学生向动手学习活动的转变。这些发现被用来提出TIPSS支持框架(时间，教师能力建设，同伴学习和其他资源，安全的学习空间,和螺旋课程)。所提出的模型可以作为未来研究的原型，以探索其在其他牙科计划中的适用性和有效性。
方法：本研究采用定性和定量两种方法。定性,我们使用了解释性描述方法,并在2023年对一年级牙科学生进行了焦点小组.定量地,我们利用一年级牙科学生对2012/2013年进行的研究习惯调查的回答。
结果：焦点小组和调查数据中出现了认知负荷的五个主要问题和来源：学习曲线的陡度，不一致的反馈，寻求支持的耻辱，结构和组织挑战，缺乏资源。学生们还提出了一些支持他们福祉的建议，包括时间,讲师支持,非分级练习，额外资源,重新组织课程。
结论：本研究采用健康视角来考察学生向动手学习活动的转变。这些发现被用来提出TIPSS支持框架(时间，教师能力建设，同伴学习和其他资源，安全的学习空间,和螺旋课程)。所提出的模型可以作为未来研究的原型，以探索其在其他牙科计划中的适用性和有效性。
