Improve and complete learning facilities and facilities

Oct 13, 2025 by thesweetdesigns.com 26 views

Clinical Learning Management and Student Performance in Clinical Dental Care Services: A Study in the Department of Dental Health Poltekkes Banda Aceh

Introduction

The Department of Dental Health of the Banda Aceh Poltekkes has been striving to improve the performance of its students in clinical dental care services. Despite efforts to enhance the quality of education, the average student performance values have remained stagnant, with an average of 65 in the 2005-2006 academic year. This is far from the institution's expectations of 80. The lack of thorough evaluation of clinical learning management has raised concerns about its impact on student performance. This study aims to examine the relationship between clinical learning management and student performance in clinical dental care services.

Background

Clinical learning management is a crucial aspect of dental education, as it plays a significant role in shaping the skills and knowledge of dental students. Effective clinical learning management can lead to improved student performance, while inadequate management can result in subpar outcomes. The Department of Dental Health of the Banda Aceh Poltekkes has been grappling with the issue of student performance, and it is essential to investigate the relationship between clinical learning management and student performance.

Methodology

This study employed an explanatory survey approach, with a population consisting of one clinical coordinator, nine clinical supervisors, and twenty-seven level III students. Data was collected through structured interviews and observations based on questionnaires and observation sheets. The Chi-Square statistical test was used to analyze the data.

Results

The results of this study showed that clinical learning management managed by the clinical coordinator was in a good category. However, management carried out by clinical supervisors was still in the category of sufficient percentage, with 44.44%. Student performance in clinical dental care services was also sufficient, with many students achieving C scores in the practice of Skeling, Revocation, and Patching. The average student performance value for Skeling practices was 71.19, patching 70.87, and revocation of 70.04, with an overall average of 70.63. These results indicate that student performance still does not meet institutional expectations.

Discussion

Further analysis found a significant relationship between clinical learning management and student performance, with P = 0.008. This suggests that the better the clinical learning management, the higher the performance of students in clinical practice. This confirms the importance of good management in supporting the student learning process.

Conclusion

Based on these findings, it is recommended that the manager of the Education Program in the Department of Dental Health of the Banda Aceh Poltekkes improve and complete learning facilities and facilities. Increasing the role of clinical supervisors is very necessary in order to provide more effective guidance to students. In addition, the implementation of pre-test before clinical practice is also expected to help students prepare themselves better before practicing, so that the resulting performance can be more optimal.

Recommendations

To improve student performance in clinical dental care services, the following recommendations are made:

Improve and complete learning facilities and facilities: The Department of Dental Health of the Banda Aceh Poltekkes should invest in improving and completing learning facilities and facilities to support the student learning process.
Increase the role of clinical supervisors: Clinical supervisors play a crucial role in guiding students during clinical practice. Increasing their role will help provide more effective guidance to students.
Implement pre-test before clinical practice: Implementing pre-test before clinical practice will help students prepare themselves better before practicing, leading to more optimal performance.

Future Directions

This study has provided valuable insights into the relationship between clinical learning management and student performance in clinical dental care services. Future studies can build on this research by investigating the impact of clinical learning management on student performance in other areas of dental education. Additionally, studies can explore the effectiveness of different clinical learning management strategies in improving student performance.

Limitations

This study has several limitations. Firstly, the sample size was relatively small, consisting of only one clinical coordinator, nine clinical supervisors, and twenty-seven level III students. Secondly, the study was conducted in a single institution, which may limit the generalizability of the findings. Finally, the study relied on self-reported data from students and clinical supervisors, which may be subject to biases.

Conclusion

In conclusion, this study has demonstrated a significant relationship between clinical learning management and student performance in clinical dental care services. The findings of this study have important implications for dental education, highlighting the need for effective clinical learning management to support student learning. By implementing the recommendations made in this study, the Department of Dental Health of the Banda Aceh Poltekkes can improve student performance and achieve the targets expected by the institution.
Frequently Asked Questions: Clinical Learning Management and Student Performance in Clinical Dental Care Services

Q: What is clinical learning management, and why is it important in dental education?

A: Clinical learning management refers to the process of planning, organizing, and implementing clinical learning experiences for dental students. It is essential in dental education as it plays a crucial role in shaping the skills and knowledge of dental students. Effective clinical learning management can lead to improved student performance, while inadequate management can result in subpar outcomes.

Q: What are the key components of clinical learning management?

A: The key components of clinical learning management include:

Planning: Developing a clear plan for clinical learning experiences, including setting learning objectives and outcomes.
Organization: Coordinating and scheduling clinical learning experiences, including arranging for clinical supervisors and facilities.
Implementation: Delivering clinical learning experiences, including providing guidance and feedback to students.
Evaluation: Assessing student performance and providing feedback to improve clinical learning management.

Q: What are the benefits of effective clinical learning management?

A: Effective clinical learning management can lead to improved student performance, increased student satisfaction, and better preparation for clinical practice. It can also help to reduce the risk of errors and improve patient safety.

Q: What are the challenges of implementing effective clinical learning management?

A: The challenges of implementing effective clinical learning management include:

Limited resources: Insufficient funding, facilities, and personnel can make it difficult to implement effective clinical learning management.
Complexity: Clinical learning management involves multiple stakeholders, including students, clinical supervisors, and faculty members, which can make it challenging to coordinate and implement.
Time constraints: Clinical learning management requires a significant amount of time and effort, which can be challenging to manage in a busy clinical environment.

Q: How can clinical learning management be improved?

A: Clinical learning management can be improved by:

Increasing the role of clinical supervisors: Clinical supervisors play a crucial role in guiding students during clinical practice. Increasing their role can help provide more effective guidance to students.
Implementing pre-test before clinical practice: Implementing pre-test before clinical practice can help students prepare themselves better before practicing, leading to more optimal performance.
Providing ongoing feedback and evaluation: Providing ongoing feedback and evaluation can help students identify areas for improvement and develop their clinical skills.

Q: What are the implications of this study for dental education?

A: The findings of this study have important implications for dental education, highlighting the need for effective clinical learning management to support student learning. By implementing the recommendations made in this study, dental educators can improve student performance and achieve the targets expected by the institution.

Q: What are the limitations of this study?

A: This study has several limitations, including:

Small sample size: The sample size was relatively small, consisting of only one clinical coordinator, nine clinical supervisors, and twenty-seven level III students.
Single institution: The study was conducted in a single institution, which may limit the generalizability of the findings.
Self-reported data: The study relied on self-reported data from students and clinical supervisors, which may be subject to biases.

Q: What are the future directions for research in clinical learning management?

A: Future research in clinical learning management should focus on:

Investigating the impact of clinical learning management on student performance in other areas of dental education.
Exploring the effectiveness of different clinical learning management strategies in improving student performance.
Developing and evaluating new clinical learning management models and interventions.