Next Article in Journal
Profiling of Microbiota at the Mouth of Bottles and in Remaining Tea after Drinking Directly from Plastic Bottles of Tea
Next Article in Special Issue
Understanding Motor Skill Learning as Related to Dentistry
Previous Article in Journal / Special Issue
Psychometric Characteristics of Oral Pathology Test Items in the Dental Hygiene Curriculum—A Longitudinal Analysis
Article

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

1
Integrated Dentistry Department, Faculty of Dentistry, Universitat Internacional de Catalunya, 08195 Sant Cugat del Vallés, Spain
2
Pediatric Dentistry Department, Faculty of Dentistry, Universitat Internacional de Catalunya, 08195 Sant Cugat del Vallés, Spain
3
Dentistry Department, Faculty of Dentistry, Universitat Internacional de Catalunya, 08195 Sant Cugat del Vallés, Spain
4
Faculty of Education, Universitat Internacional de Catalunya, 08195 Sant Cugat del Vallés, Spain
*
Author to whom correspondence should be addressed.
Academic Editors: Jelena Dumancic and Božana Lončar Brzak
Received: 24 March 2021 / Revised: 7 May 2021 / Accepted: 11 May 2021 / Published: 17 May 2021
(This article belongs to the Special Issue Dental Education)
Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills. View Full-Text
Keywords: dental education; mentoring; non-technical skills training dental education; mentoring; non-technical skills training
Show Figures

Figure 1

MDPI and ACS Style

Lluch, A.M.; Lluch, C.; Arregui, M.; Jiménez, E.; Giner-Tarrida, L. Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study. Dent. J. 2021, 9, 57. https://0-doi-org.brum.beds.ac.uk/10.3390/dj9050057

AMA Style

Lluch AM, Lluch C, Arregui M, Jiménez E, Giner-Tarrida L. Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study. Dentistry Journal. 2021; 9(5):57. https://0-doi-org.brum.beds.ac.uk/10.3390/dj9050057

Chicago/Turabian Style

Lluch, Antonio M., Clàudia Lluch, María Arregui, Esther Jiménez, and Luis Giner-Tarrida. 2021. "Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study" Dentistry Journal 9, no. 5: 57. https://0-doi-org.brum.beds.ac.uk/10.3390/dj9050057

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop