A Study on Learning and Counselling Strategies of Dental Technology Students for the Dental Technician Examination

Dental technician regulation promulgated in January 23, 2009, and for the first article acts “For whom pass the ROC national examination for dental technician can be certified as dental technician”, the 56th article acts for those were already operating business before the regulation promulgated shall participated 5 times Special Examination in 5 years held by Ministry of Examination after the regulation promulgated (the Special Examination was held during October 30, 2010 to April 1st, 2014, then repealed). The Special Examination for dental technician was carried out written and practical form, and two test subjects are included for the practical exam, dental morphology and carving and complete denture arrangement. There are 3 national examinations are performed, they are Senior Qualification Examination for Professional and Technical Personnel in the category of dental technician, Special Qualification Examination for Professional and Technical Personnel in the dental technician (Dental technician, assistant dental technology), therefore many dental technician are produced, however, there is no educational background limitation for Special Exam requirements, so that many who pass the exam are low level of education and not enough medical background but with full and years practical experiences. This study are based on dental technician and assistant dental technology who pass the Special Examination held by Ministry of Examination, the study subject are 1. Analysis of population characteristics and admission rates 2. Differences of passing rate and score of written and practical exam. 3. Variable of test failing number, test subjects score difference analysis • 4. Analysis test scores on student learning orientation 5. Proposition of Dental technician Clinical Skills Test OSCE establish The performance of written and practical exam for dental technician admission rate, cultivate "professionalism" and consider students' self-ambition, to gradually adjust the direction of student learning and curriculum design, make learning to use as the