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McTaggart S, Hortsch M. Early practice makes histology masters: The use of a formative assessment quiz to prepare histology learners for a high-stakes final examination. ANATOMICAL SCIENCES EDUCATION 2024; 17:1265-1274. [PMID: 38867403 DOI: 10.1002/ase.2472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Revised: 05/14/2024] [Accepted: 05/30/2024] [Indexed: 06/14/2024]
Abstract
Assessment of learners in the anatomical sciences is a complex task as it not only tests students' fact knowledge, but also the analysis of visual information. Sometimes, novice histology learners must acquire image recognition skills of microscopic structures in a short time frame. This paper describes a strategy of offering first year dental students at the University of Michigan a short, non-grade contributing, formative assessment quiz in order to better prepare them for a high-stakes, final summative histology examination. Data collected over 7 years indicate that students, who made use of this formative assessment opportunity, performed significantly better in their summative examination than students, who did not. Especially early practice quiz users profited most. Students, who used the practice quiz until they achieved a perfect score, also had statistically higher final examination scores. Students, who did not use the practice quiz, had a significantly lower cumulative D1-year Grade Point Average (D1-GPA) than students, who did, indicating that academically weaker students often underuse supporting learning resources. In general, scores from the Dental Admission Test (DAT) were weak predictors of learning success in the DENT 510 histology course. In contrast, the D1-GPA values had a medium strength positive correlation with final histology examination scores. The major problem that was encountered with this practice quiz strategy was that many students waited until close to the day of the final examination before taking advantage of this feedback opportunity, thereby reducing its potential benefit for improving their overall learning strategy for histology.
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Affiliation(s)
- Suzy McTaggart
- Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, Michigan, USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Mukhalalati B, Yakti O, Elshami S. A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:1501-1538. [PMID: 38683300 PMCID: PMC11369005 DOI: 10.1007/s10459-024-10319-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Accepted: 02/18/2024] [Indexed: 05/01/2024]
Abstract
The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159-1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.
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Affiliation(s)
- Banan Mukhalalati
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar.
| | - Ola Yakti
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar
| | - Sara Elshami
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar
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Pritchard L, Keshoor S, Eley D, Beckett D, Bromage A, Knevel R, Satur J, Stormon N. Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:779-788. [PMID: 38481021 DOI: 10.1111/eje.13005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Revised: 02/07/2024] [Accepted: 02/16/2024] [Indexed: 07/16/2024]
Abstract
INTRODUCTION Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. MATERIALS AND METHODS Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students. RESULTS A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012). CONCLUSIONS The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.
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Affiliation(s)
- L Pritchard
- UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia
| | - S Keshoor
- Oral Health Department, Auckland University of Technology, Auckland, New Zealand
| | - D Eley
- The University of Queensland Medical School, Brisbane, Queensland, Australia
| | - D Beckett
- Department of Oral Sciences, University of Otago, Dunedin, New Zealand
| | - A Bromage
- School of Dentistry and Medical Sciences, Charles Sturt University, North Wagga, New South Wales, Australia
| | - R Knevel
- School of Nursing, Curtin University, Bentley, Western Australia, Australia
| | - J Satur
- Melbourne Dental School, The University of Melbourne, Parkville, Victoria, Australia
| | - N Stormon
- UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia
- Queensland Health, Metro North Hospital and Health Services, Community and Oral Health, Brisbane, Queensland, Australia
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Nassief S, Al Ali H, Towers A, Field J, Martin N. Dental students' perceptions of the use of two-dimensional and three-dimensional vision in dental education using a three-dimensional haptic simulator: A qualitative study. J Dent Educ 2024. [PMID: 39075768 DOI: 10.1002/jdd.13682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 05/16/2024] [Accepted: 06/21/2024] [Indexed: 07/31/2024]
Abstract
OBJECTIVE To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision. MATERIALS AND METHODS This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed. RESULTS Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images. CONCLUSION All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.
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Affiliation(s)
- Sarah Nassief
- College of Dental Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Huda Al Ali
- Qassim Health Cluster, Unayzah, Saudi Arabia
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - Ashley Towers
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - James Field
- School of Dentistry, Cardiff University, Cardiff, UK
| | - Nicolas Martin
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Nilsson A, Young L, Evans R, Jennings E, Lee A. Australian dental school academics' perceptions of gerodontology education in the undergraduate curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:337-346. [PMID: 37798833 DOI: 10.1111/eje.12955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 07/26/2023] [Accepted: 09/10/2023] [Indexed: 10/07/2023]
Abstract
INTRODUCTION Australia's rapidly growing population of dentate, frail, care-dependent older people require graduates skilled in managing the health needs of this patient group. The perceptions of academics teaching gerodontology may inform future dental curricula recommendations. This study explored the perceptions of gerodontology education amongst Australian dental school academics. MATERIALS AND METHODS All nine Australian dental schools providing entry-to-practice dentistry programs were invited to participate in semi-structured interviews. Academics from six dentistry programs took part, and the data were analysed using a thematic approach. RESULTS The three main themes identified from interviews included 'clinical exposure', 'organisational levers', and 'sociological barriers'. The attitudes of students, as well as society and health professionals, were seen as strongly influential in preparing the workforce for managing the oral health of older people. The themes inter-linked with a knock-on effect where societal attitudes and organisational levers impact on the ability to successfully support students' preparation for gerodontology practice. Limited resources were barriers to achieving ideal learning and teaching and continued upon graduation as oral health care for older people was perceived as undervalued and under-resourced. CONCLUSION There has been a continued cycle of failure in healthcare schemes and advocacy for the improvement of oral health for older people which has contributed to the inadequate preparation of dental graduates for managing frail and care-dependent older people. Organisational, societal, and political change is needed to support the education of dental students in this area to ensure graduate dentists are competent to manage the oral care needs of this growing population.
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Affiliation(s)
- Angie Nilsson
- James Cook University, Douglas, Queensland, Australia
| | - Louise Young
- James Cook University, Douglas, Queensland, Australia
| | - Rebecca Evans
- James Cook University, Douglas, Queensland, Australia
| | | | - Andrew Lee
- James Cook University, Douglas, Queensland, Australia
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Sartori LRM, Henzel LT, Chisini LA, de Oliveira LJC, Sabóia VDPA, Correa MB. Discrimination and dental students: What is the reality in Brazilian institutions? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:130-141. [PMID: 37315153 DOI: 10.1111/eje.12929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 10/05/2022] [Accepted: 05/26/2023] [Indexed: 06/16/2023]
Abstract
INTRODUCTION This study aimed to evaluate whether there is discrimination in the dental educational environment, assess the main reasons for the discriminatory events, and if there is an association between discriminatory episodes and sociodemographic characteristics of undergraduate dental students. MATERIALS AND METHODS This observational cross-sectional study was conducted with a self-administered questionnaire to students enrolled in three Brazilian dental schools. Questions included sociodemographic characteristics and the occurrence of discriminatory episodes in the dental academic environment. Descriptive analysis was performed in RStudio 1.3 (R Core Team, RStudio, Inc., Boston, USA) software and the associations were tested using Pearson's chi-square test, considering 95% confidence intervals. RESULTS A total of 732 dental students were included, with a response rate of 70.2%. The vast majority of students were female (66.9%), with white/yellow skin colour (67.9%), and with a mean age of 22.6 (SD 4.1) years. Sixth-eight percent of students reported having experienced some discrimination in the academic environment and most reported feeling uncomfortable with the episode. The main reasons to have been discriminated against raised by students were specific behaviour/habit, have specific moral, ethical, and aesthetic values, gender, and socioeconomic status or social class. The occurrence of discriminatory episodes was associated with female gender (p = .05), non-heterosexual sexual orientation (p < .001), studying in public institutions (p < .001), receiving an institutional scholarship (p = .018), and being in the final undergraduate cycle (p < .001). CONCLUSION The occurrence of discriminatory episodes was common in Brazilian dental higher education. Discriminatory situations generate traumas and psychological marks, causing a loss of diversity within the academic environment that leads to loss of productivity, creativity, and innovation. Thus, strong institutional policies against discrimination are crucial to create a healthy dental academic environment.
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Alcota M, Salinas JC, Cornejo-Ovalle M, de Gauna PR, González FE. Factors influencing professionalism during dental training at the University of Chile: perception of students and patients. BMC MEDICAL EDUCATION 2023; 23:343. [PMID: 37198602 DOI: 10.1186/s12909-023-04329-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 05/05/2023] [Indexed: 05/19/2023]
Abstract
BACKGROUND The University should be considered a favourable space and agent for the training and transmission of values and attitudes related to professionalism, such as responsibility, teamwork and ethical commitment. In addition, dentistry is a profession with a deep social sense that seeks to solve the oral health problems of the population to improve the quality of life. In this context, our aim was to explore the perception of students and patients about the contribution of the curriculum to the development of professionalism and to identify the factors that strengthen and weaken this perception. METHODS A qualitative approach was carried out through focus groups and semi-structured interviews with students from the 4th, 5th and 6th year of training and patients treated at the Dental Clinic of our Faculty. RESULTS In the opinion of patients and students, the factors that debilitate the training in professionalism are associated with weakened professional values/behaviours in the training, the lack of teacher training of the professors and factors of educational environment. On the contrary, factors strengthening the professionalism are mainly related to hallmark values/ professional behaviours trained in the institution and to the good evaluation by patients. The respondents also perceive the implementation of a new curriculum as a positive factor for the training in professionalism. CONCLUSION The patients and students interviewed believe that the main strength for the training in professionalism in the institution is the development of adaptability for the future professionals to any social context, especially to a vulnerable one, the ability to solve the problems they face and the responsibility towards the patients and their treatment.
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Affiliation(s)
- Marcela Alcota
- Department of Conservative Dentistry, Faculty of Dentistry, University of Chile, Santiago, 8380492, Chile.
| | - Juan C Salinas
- Department of Oral Rehabilitation, Faculty of Dentistry, University of Chile, Santiago, 8380492, Chile
| | - Marco Cornejo-Ovalle
- Institute for Research in Dental Sciences, Faculty of Dentistry, University of Chile, Santiago, 8380492, Chile
| | - Pilar Ruiz de Gauna
- Department of Theory and History of Education, Teacher Training School of Bilbao, University of Basque Country, UPV/EHU, Leioa, Spain
| | - Fermín E González
- Department of Conservative Dentistry, Faculty of Dentistry, University of Chile, Santiago, 8380492, Chile.
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Salmani A, Keshavarz H, Akbari M, Kharrazifard MJ, Varmazyari S, Khami MR. Evaluation of national dental curriculum in Iran using senior dental students' feedback. BMC Oral Health 2023; 23:45. [PMID: 36698104 PMCID: PMC9876750 DOI: 10.1186/s12903-023-02757-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 01/20/2023] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND Dental curriculums require regular revision to stay up to date in scientifical and societal fields. Senior dental students are among the main stakeholders of such curriculums. The present study investigated the opinions of Iranian senior dental students regarding the adequacy of their dentistry program and the national dental curriculum in training a competent dentist, the program's content, and its structure. METHODS A previously designed and validated questionnaire on the opinion of senior dental students regarding curriculum adequacy was sent to a representative in each of the country's dental schools. Before the COVID pandemic terminated data collection, a total of 16 schools (438 students) managed to respond (37%). The questionnaire asked the students to assess the adequacy of the training received in curriculum's theoretical and practical competencies with the help of a five-point Likert scale that ranged from "Completely inadequate" to "Completely adequate". It also questioned them on its teaching methods and intensity. SPSS software version 24 and Chi-square test served for statistical analysis. RESULTS In total, the study has 438 participants, 245 female and 193 male. Significant sex differences were spotted in the responses concerning both theoretical and practical training. Regarding general training adequacy, 50 (22.6%) female students and 50 male ones (30.7%), P = 0.08 agreed that the program was acceptable. The numbers for students of old (more than 15 years of activity) and new schools were 47 (21.7%) and 53 (31.7%), respectively (P = 0.03). Nearly one-third deemed the teaching methods appropriate. Regarding the duration of curriculum phases, 33 students (8.3%) believed that basic science required extension, while 108 (28.6%) and 266 (69.1%) reported such need for pre-clinical and clinical phases. The school's years of activity emerged as significant, as 38.1% of students from new schools versus 21.7% of those from old ones deemed the extension of pre-clinical phase necessary (P < 0.001). CONCLUSION A significant number of Iranian senior dental students found the undergraduate dental curriculum inadequate regarding competencies, content, and teaching. Further investigations will determine whether it's the curriculum or its implementation that warrants revision.
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Affiliation(s)
- Arvin Salmani
- grid.411705.60000 0001 0166 0922International Campus, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Hooman Keshavarz
- grid.411583.a0000 0001 2198 6209Department of Community Oral Health, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Majid Akbari
- grid.411583.a0000 0001 2198 6209Restorative Dentistry Department, Dental Research Center, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | | | - Shabnam Varmazyari
- grid.411705.60000 0001 0166 0922Research Center for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran ,grid.411705.60000 0001 0166 0922Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Reza Khami
- grid.411705.60000 0001 0166 0922Research Center for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran ,grid.411705.60000 0001 0166 0922Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
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Picart G, Pouhaër M, Dautel A, Pérard M, Le Clerc J. Dental students' observations about teaching of endodontic access cavities in a French dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:499-505. [PMID: 34808027 DOI: 10.1111/eje.12726] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 10/29/2021] [Accepted: 11/17/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Teaching in French universities has undergone deep changes for several years. Dental studies are no exception to the rule. Endodontics is one of the most difficult fields requiring good knowledge of anatomy before performing clinical procedures. The access cavity is the key step of endodontic therapy. The aim of this study was to collect and understand what students feel and expect from theoretical and practical training on endodontic access cavity. MATERIALS AND METHODS A questionnaire survey on the teaching and learning of endodontic access cavities in a French dental school was sent by e-mail to the 4th-year students (n = 66). The questionnaire consisted of 13 questions of different formats. Qualitative variables were analysed using a word cloud according to the words of the participants. Students were also asked how to improve teaching with new educational tools. RESULTS 60 students answered the questionnaire (response rate of 90.9%). When students were asked which stage of endodontic treatment they feared the most, performing access cavity came in 3rd place. Upper molar (71%) and lower molar (58%) appeared to have the most difficult endodontic access cavities. Within the word cloud gathered after students' answers analysis, the words "fear," "perforation," "cavity" and "axis" were highlighted. Amongst the 3 new educational tools proposed to students, most were in favour of realistic models of teeth with their ideal endodontic access cavity (79%). DISCUSSION This study highlighted the feelings of students during their hands-on training on endodontic access cavities. Although they seemed satisfied with practical classes on endodontic access cavities, this step seemed to be stressful for students especially because of the great internal anatomical variabilities of teeth. To help them better understand the root canal anatomy and improve their training, students asked for new educational resources, especially macro-models of teeth with their optimal access cavities. CONCLUSION This study showed that students are seeking for innovative resources in addition to traditional resources that would make it easier for them to visualise the root canal system and help them feel more comfortable and facilitate learning when performing endodontic access cavities.
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Affiliation(s)
| | | | - Anne Dautel
- Univ Rennes, Rennes, France
- CHU Rennes (Pôle Odontologie), Rennes, France
| | - Matthieu Pérard
- Univ Rennes, Rennes, France
- CHU Rennes (Pôle Odontologie), Rennes, France
- CNRS, ISCR (Institut des Sciences Chimiques de Rennes), UMR 6226, Rennes, France
| | - Justine Le Clerc
- Univ Rennes, Rennes, France
- CHU Rennes (Pôle Odontologie), Rennes, France
- CNRS, ISCR (Institut des Sciences Chimiques de Rennes), UMR 6226, Rennes, France
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Khehra A, Steinberg N, Levin L. The role of educators, mentors, and motivation in shaping dental students to become life‐long learners: A pan‐Canadian survey. J Dent Educ 2022; 86:1369-1381. [DOI: 10.1002/jdd.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 03/07/2022] [Accepted: 03/20/2022] [Indexed: 11/10/2022]
Affiliation(s)
- Anahat Khehra
- Faculty of Medicine and Dentistry University of Alberta Edmonton Alberta Canada
| | - Noam Steinberg
- Neuroscience and Mental Health Institute and the Department of Pharmacology Faculty of Medicine and Dentistry University of Alberta Edmonton Alberta Canada
| | - Liran Levin
- Faculty of Medicine and Dentistry University of Alberta Edmonton Alberta Canada
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Crowe HL, Woolley SM. Dental students' experience of conscious sedation: A qualitative review of student reflections. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:197-205. [PMID: 33838059 DOI: 10.1111/eje.12688] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Revised: 01/06/2021] [Accepted: 04/02/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The UK General Dental Council (GDC) requires dental graduates to competently identify, manage and refer patients with dental pain and anxiety. This study aimed to explore sedation training experience quantitatively and qualitatively through individual reflective logs. MATERIALS & METHODS A single-centred mixed-methods evaluation of teaching, within a UK university conscious sedation department. Fourth-year dental students undertook lectures and supervised clinical sessions following the undergraduate curriculum. Patient attendance patterns, individual experience and group experience were analysed descriptively. Reflective log sheets were analysed by Thematic Framework Analysis. RESULTS Seventy-two students participated. Of 153 booked patients, 79 (51.6%) attended of which 74 (48.4%) were treated by undergraduates. The mean performed inhalation sedation and intravenous sedation cases per student were 1 and 0.8, respectively. Three students (4%) assisted only. Group experience varied. Three themes arose from reflections: consolidation of theory and learning; confidence through experience; and responding to challenges. DISCUSSION Whilst experience quotas were not met, GDC requirements for increasing students' knowledge and confidence within CS were met. Practical experience enhanced learning. "Hands-on" experience was most valuable for self-reported confidence but learning by proxy also aided development. Students recognised challenges, but not the implications for themselves or their career. Strategies to reduce barriers to experience require research. CONCLUSION Whilst variable, all students were provided learning opportunities. Physical experience gave the greatest confidence. Opportunities afforded by the undergraduate curriculum allowed students to learn and develop through consolidation of theory, response to challenges and ultimately the gaining of confidence.
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Alenezi A. Dental interns' perceptions of their training experiences at different training centers. SAUDI JOURNAL FOR HEALTH SCIENCES 2022. [DOI: 10.4103/sjhs.sjhs_22_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Fu MW, Kalaichelvan A, Liebman LS, Burns LE. Exploring predoctoral dental student use of YouTube as a learning tool for clinical endodontic procedures. J Dent Educ 2021; 86:726-735. [PMID: 34962294 DOI: 10.1002/jdd.12853] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 11/03/2021] [Accepted: 12/05/2021] [Indexed: 11/08/2022]
Abstract
PURPOSE/OBJECTIVES The goal of the present study was to examine perceived barriers to achieving clinical competence in endodontics and explain how YouTube is used to supplement formal education in this discipline. METHODS Postgraduate endodontic students conducted focus groups with fourth-year dental students at NYU College of Dentistry. The discussion was facilitated by a semistructured interview guide. Open-ended questions about participants' perceived barriers to clinical competency in endodontics, experiences using YouTube to learn about clinical endodontics, and preferences for video format learning were asked. Demographic information was gathered. Thematic analysis of data was conducted and data collection was terminated once saturation was achieved. RESULTS Thirty fourth-year dental students were enrolled in the study. The majority, 96.7%, reported using YouTube as a learning tool for dental procedures and 83.3% to learn about endodontics, specifically. The following domains were explored during data analysis: barriers to clinical competency, YouTube uses/experiences, and content preferences. The following themes within barriers to clinical competency were identified: psychological, educational, and clinical. Within the YouTube domain, the following themes were examined: goals of use, timing and frequency of use, search strategies, benefit/ shortcomings of YouTube, and validity of content. Students primarily used YouTube to enhance confidence and understand procedural flow. CONCLUSION YouTube videos were primarily used to help students overcome perceived educational and psychological barriers that resulted in gaps in confidence and knowledge of performing endodontic procedures. Dental students placed high value on easily accessible video content of limited duration, where clinical procedures were performed on live patients.
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Affiliation(s)
- Min-Wen Fu
- Department of Endodontics, New York University College of Dentistry, New York, New York, USA
| | | | - Lauren S Liebman
- Department of Endodontics, New York University College of Dentistry, New York, New York, USA
| | - Lorel E Burns
- Department of Endodontics, New York University College of Dentistry, New York, New York, USA
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Mussalo F, Karaharju-Suvanto T, Mäntylä P, Pyörälä E. Biomedical Courses Should Also Be Designed for Dental Students: The Perceptions of Dental Students. Dent J (Basel) 2021; 9:dj9080096. [PMID: 34436008 PMCID: PMC8394652 DOI: 10.3390/dj9080096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 07/31/2021] [Accepted: 08/12/2021] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION It can be challenging integrating biomedical sciences into dentistry programs. The aim was to examine students' perceptions of how joint biomedical courses with medical students and courses tailored for dental students supported their clinical studies. MATERIALS AND METHODS The target group was clinical phase dental students. Cross-sectional survey data were collected using a questionnaire, which consisted of questions covering biomedical and clinical study content and learning methods. RESULTS A total of 110 (82%) students completed the survey. Students had difficulty recognising the relevance of joint biomedical courses for clinical work, but when the link was clear, their interest in the content increased. The closer the respondents were to graduation, the less relevance they expressed the biomedical sciences had. Almost all students (95%) wanted more dental content for the early study years. DISCUSSION The student perspective provides valuable information for the development of biomedical courses. Students should be offered customised courses that include dental content and perspectives on clinical work, whenever suitable to the didactic content of the basic science course. Our study shows that the dental perspective needs greater integration with the biomedical content. This also supports interprofessional learning and appreciation for the other field's contribution to human health.
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Affiliation(s)
- Fanny Mussalo
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, 00014 Helsinki, Finland;
- Correspondence:
| | - Terhi Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, 00014 Helsinki, Finland;
| | - Päivi Mäntylä
- Institute of Dentistry, University of Eastern Finland, 70211 Kuopio, Finland;
- Oral and Maxillofacial Clinic, Kuopio University Hospital, 70029 Kuopio, Finland
| | - Eeva Pyörälä
- Center for University Teaching and Learning, University of Helsinki, 00014 Helsinki, Finland;
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Kolhe SA, Khandelwal SS, Verulkar AA, Bajaj TD, Potode NB. Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey. JOURNAL OF INDIAN ORTHODONTIC SOCIETY 2021. [DOI: 10.1177/0301574220976236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.
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Affiliation(s)
- Shweta A. Kolhe
- Vidarbh Youth Welfare Society’s Dental College and Hospital, Amravati, Maharashtra, India
| | - Shivani S. Khandelwal
- Vidarbh Youth Welfare Society’s Dental College and Hospital, Amravati, Maharashtra, India
| | - Amol A. Verulkar
- Vidarbh Youth Welfare Society’s Dental College and Hospital, Amravati, Maharashtra, India
| | - Twinkle D. Bajaj
- Vidarbh Youth Welfare Society’s Dental College and Hospital, Amravati, Maharashtra, India
| | - Niyati Bhupesh Potode
- Vidarbh Youth Welfare Society’s Dental College and Hospital, Amravati, Maharashtra, India
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Sheba M, Comnick C, Elkerdani T, Ashida S, Zeng E, Marchini L. Students' perceptions and attitudes about digital dental technology is associated with their intention to use it. J Dent Educ 2021; 85:1427-1434. [PMID: 33864265 DOI: 10.1002/jdd.12610] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 03/03/2021] [Accepted: 03/17/2021] [Indexed: 11/09/2022]
Abstract
PURPOSE/OBJECTIVES To investigate factors associated with predoctoral students' intention to use dental technology in future practice using the theory of planned behavior. METHODS A comprehensive survey was developed consisting of 29 questions grouped in three main domains: knowledge, perception, and suggestions. After students had completed their digital dentistry didactic courses in 2019, the University of Iowa-College of Dentistry and Dental Clinics D2, D3, and D4 classes completed the survey. The D1 class was excluded because they had not finished their digital dentistry didactic courses. The survey data were tabulated for each class separately to compare trends among classes. Each response was analyzed individually before creating scores for the various subdomains. A linear regression analysis was used to create the final model for the outcome variable (intention to use technology). RESULTS The response rate was 95% (n = 232). The mean age of participants was 25.7 years (SD = 2.7). There were significant differences between the classes in their knowledge (p < 0.0001), perceived quality of training (p < 0.0001), and all perceptions related to digital dentistry. Controlling for significant covariates among higher level students, there were significant associations between intention to use dental technology and greater knowledge scores (p = 0.05), attitude (p < 0.0001), subjective social norms (p = 0.02), and perceived control on the future use of technology (p < 0.0001). CONCLUSIONS Students may be motivated to use digital technology when they have good knowledge, feel that others are using it or endorsing its use, and perceive that they have control in their future practice.
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Affiliation(s)
- Moamen Sheba
- Department of General Dentistry, School of Dental Medicine, East Carolina University, Greenville, North Carolina, USA
| | - Carissa Comnick
- Division of Biostatistics and Computational Biology, College of Dentistry, The University of Iowa, Iowa, USA
| | - Tarek Elkerdani
- College of Dentistry and Dental Clinics, The University of Iowa, Iowa, USA
| | - Sato Ashida
- Department of Community and Behavioral Health, College of Public Health, The University of Iowa, Iowa, USA
| | - Erliang Zeng
- Division of Biostatistics and Computational Biology, College of Dentistry, The University of Iowa, Iowa, USA
| | - Leonardo Marchini
- Department of Preventive and Community Dentistry, College of Dentistry and Dental Clinics, The University of Iowa, Iowa, USA
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Krois N, Kossioni A, Barlow PB, Dos Santos MBF, Malhão EC, Marchini L. Preliminary validation of the Dental Clinical Learning Environment Instrument in a Brazilian dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:5-11. [PMID: 32744406 DOI: 10.1111/eje.12571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 03/31/2020] [Accepted: 06/27/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This study aimed to perform a preliminary validation of the Dental Clinical Learning Environment Instrument (DECLEI) in a Brazilian dental school. MATERIAL AND METHODS Dental Clinical Learning Environment Instrument was translated into Brazilian-Portuguese, and Brazilian DECLEI's items relevance and content validity were assessed using the content validity index (CVI). DECLEI was then distributed to 155 Brazilian undergraduate dental students attending the 7th and 8th semester of dental studies. Principal Component Analysis (PCA) was used as an initial exploration of the Brazilian DECLEI's internal structure. Item-total correlations for the remaining items were calculated to identify items with poor discrimination coefficients. The internal consistency reliability for the final set of 17 items was calculated using Cronbach's alpha coefficient. The sensitivity of the instrument to measure differences between groups regarding year in dental school, race and sex was also assessed. RESULTS The CVI was ≥0.80 for all 24 items of the Brazilian DECLEI indicating that all items were relevant to the local culture. Principal Components Analysis (PCA) provided evidence of a single dominant component containing 17 items (Cronbach's α = .86), and all 17 items met the benchmark of acceptable item-total correlation. Significant differences were found only when comparing 7th- and 8th-semester students. CONCLUSIONS Dental Clinical Learning Environment Instrument has the potential to be used as a reliable instrument to measure clinical learning environments for Brazilian dental students.
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Affiliation(s)
- Nicole Krois
- The University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA, USA
| | - Anastasia Kossioni
- Division of Gerodontology, Department of Prosthodontics, Dental School, National and Kapodistrian University of Athens, Athens, Greece
| | - Patrick B Barlow
- Department of Internal Medicine, The University of Iowa Carver College of Medicine, Iowa City, IA, USA
| | | | | | - Leonardo Marchini
- Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA, USA
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Hung M, Licari FW, Hon ES, Lauren E, Su S, Birmingham WC, Wadsworth LL, Lassetter JH, Graff TC, Harman W, Carroll WB, Lipsky MS. In an era of uncertainty: Impact of COVID-19 on dental education. J Dent Educ 2020; 85:148-156. [PMID: 32920890 DOI: 10.1002/jdd.12404] [Citation(s) in RCA: 81] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 08/03/2020] [Accepted: 08/22/2020] [Indexed: 12/21/2022]
Abstract
PURPOSE/OBJECTIVES The coronavirus disease 2019 (COVID-19) pandemic arguably represents the worst public health crisis of the 21st century. However, no empirical study currently exists in the literature that examines the impact of the COVID-19 pandemic on dental education. This study evaluated the impact of COVID-19 on dental education and dental students' experience. METHODS An anonymous online survey was administrated to professional dental students that focused on their experiences related to COVID-19. The survey included questions about student demographics, protocols for school reopening and student perceptions of institutional responses, student concerns, and psychological impacts. RESULTS Among the 145 respondents, 92.4% were pre-doctoral dental students and 7.6% were orthodontic residents; 48.2% were female and 12.6% students lived alone during the school closure due to the pandemic. Students' age ranged from 23 to 39 years. Younger students expressed more concerns about their emotional health (P = 0.01). In terms of the school's overall response to COVID-19, 73.1% students thought it was effective. The majority (83%) of students believed that social distancing in school can minimize the development of COVID-19. In general, students felt that clinical education suffered after transitioning to online but responded more positively about adjustments to other online curricular components. CONCLUSIONS The COVID-19 pandemic significantly impacted dental education. Our findings indicate that students are experiencing increased levels of stress and feel their clinical education has suffered. Most students appear comfortable with technology adaptations for didactic curriculum and favor masks, social distancing, and liberal use of sanitizers.
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Affiliation(s)
- Man Hung
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA.,School of Medicine, University of Utah, Salt Lake City, Utah, USA.,School of Business, University of Utah, Salt Lake City, Utah, USA.,College of Education, University of Utah, Salt Lake City, Utah, USA
| | - Frank W Licari
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - Eric S Hon
- Department of Economics, University of Chicago, Chicago, Illinois, USA
| | - Evelyn Lauren
- Department of Biostatistics, Boston University, Boston, Massachusetts, USA
| | - Sharon Su
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | | | - Lori L Wadsworth
- George W. Romney Institute of Public Service and Ethics, Brigham Young University, Provo, Utah, USA
| | | | - Tyler C Graff
- Department of Psychology, Brigham Young University, Provo, Utah, USA
| | - William Harman
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - William B Carroll
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - Martin S Lipsky
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
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Abali EE, Rashid H, Copeland HL, Calt M, DeMaio R, Patel J, Schild S, Phadtare S, Chai L, Ullo M. Shaping Perceptions of Basic Science Education by Utilizing Real Patient Encounters. MEDICAL SCIENCE EDUCATOR 2020; 30:791-800. [PMID: 34457736 PMCID: PMC8368671 DOI: 10.1007/s40670-020-00951-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Integrating basic science into clinical teaching has been a struggle for medical schools. However, early exposure to clinical experience has been associated with an increased understanding of the importance of basic science, positive attitudes, and developing clinical skills faster. Furthermore, early clinical exposure can help students reconnect with what drove them into medicine in the first place, especially when they are starting to feel burned out by the volume of lecture material. As a result, increasing patient experience during the first year has become a goal of many medical schools. METHODS At Rutgers Robert Wood Johnson Medical School, interprofessional case discussions (ICDs) begin with a lecture that explicitly integrates basic science with a disease, followed by a discussion with a patient, their family, the healthcare team, and first-year students. Our objective is to explore whether ICDs enhanced the learning experience of basic science. CONTEXT ICD satisfaction was assessed using evaluations from two different courses (2013-2016). Responses were analyzed quantitatively using descriptive statistics and qualitatively using a grounded-theory-content analysis. Study 2: A follow-up measure with current third- and fourth-year students on long-term retention of basic science was analyzed using a Wilcoxon signed rank test. Relative rankings of three different case-based teaching modalities were assessed using chi-square. RESULTS Students reported significantly higher satisfaction with ICDs (93%) for reinforcing concepts and integrating materials compared to Flipped Classrooms (66%) and Jigsaws (65%), x 2 = 120.9, p < .001. Student comments fit into five categories: enjoyment, learning/retention, the clinical usefulness of basic science, affirming passion to be in medicine, and others. The follow-up measure indicated significantly greater retention of the biochemical basis of diseases covered during ICDs. CONCLUSIONS While other teaching modalities integrate basic science into a clinical context, ICDs go further by displaying interprofessional care and the manifestation of the disease on the patient and the lives of their family. As a result, ICDs lead to a positive learning environment in which students feel comfortable, have a sense of rapport with the patients and health care providers, and feel motivated to learn basic science.
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Affiliation(s)
- Emine Ercikan Abali
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
- CUNY School of Medicine, Harris Hall 301-B, 160 Convent Avenue, New York, NY 10031 USA
| | - Hanin Rashid
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | | | - Melissa Calt
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | - Richard DeMaio
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | - Jashvin Patel
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | - Sam Schild
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | | | - Louis Chai
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
| | - Michael Ullo
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA
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20
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Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia. Int J Dent 2020; 2020:6839717. [PMID: 32322273 PMCID: PMC7168716 DOI: 10.1155/2020/6839717] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 03/12/2020] [Accepted: 03/23/2020] [Indexed: 11/17/2022] Open
Abstract
The existing dental curriculum is taught at the College of Dentistry since 2002. The aim of this research is to explore the satisfaction levels of faculty members and students with that curriculum. This information will justify a curriculum reformation plan that addresses the aspirations of both faculty members and students. In this cross-sectional study, a two-section survey was prepared. Section 1 investigated the level of satisfaction with the curriculum, and Section 2 sought reasons why participants were satisfied with the curriculum. The questionnaire was electronically mailed to faculty members, interns, and senior students. Data were analyzed to identify patterns and points of disagreement expressed by faculty and students. The overall response rate was 68.7%. The mean standard deviation (SD) score in the study sample from all respondents was 5.0 (+3.0). Faculty significantly registered higher satisfaction than students (mean (SD) = 5.9 (+2.9) and 4.1 (+2.8), P = 0.002). Results of multivariate analysis showed that faculty members were more satisfied with the curriculum than students because they thought the curriculum prepared competent graduates (regression coefficient = 1.76 and 0.69). Teaching staff and students' satisfaction levels with the curriculum were significantly associated with their perception that the curriculum produces competent graduates. Areas with low students' satisfaction levels were related to promotion of engagement with others and development of critical thinking and problem-solving skills. These areas should be the focus of future curriculum reformation to prepare competitive graduates with competences aligned with the recommendations of the Saudi Arabia Qualification Framework and of the international benchmarks.
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Fountain AC, Roberts EP, Schuster G, Breitmeyer AM, Stein AB. Dental Faculty, Student, and Alumni Perceptions of Happiness and Life Satisfaction in Dental School: Foundations for Resilience and Well-Being. J Dent Educ 2020; 84:336-342. [PMID: 32176348 DOI: 10.21815/jde.019.181] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2019] [Accepted: 10/23/2019] [Indexed: 01/07/2023]
Abstract
This study examined happiness and satisfaction as possible foundations for long-term well-being and resilience in dental education. Psychological research has found that respect, camaraderie, and trust help define well-being and that resilience is built with these supportive influences. The aims of this study were to assess if happiness and life satisfaction reported by one U.S. dental school's faculty, students, and alumni also enhanced their perceived well-being and resilience and to determine the factor that most affected the participants' happiness. Email and hard copy surveys were distributed in 2018 and 2019 to all 71 full-time preclinical and clinical faculty members, 572 students in all four years, and 143 alumni who graduated in 2018 (total N = 786). Overall, 471 responded; response rates by group were as follows: faculty 87.3% (N = 62), students 65.9% (N = 377), and graduates 22.4% (N = 32). Of the three groups, responding faculty members reported having the highest levels of happiness in life (92.0%) and job satisfaction (90.3%). In the highest percentage reported, 90.2% of D4 students reported that the level of trust and respect they received from clinical faculty members contributed most to their happiness. The lowest level of happiness among the groups (71.0%) was reported by the D2 students. These results suggested that perceived well-being translated to happiness among the participants in our study. More research is needed to understand the relationship among positive environments, well-being, and provider resilience in dental education.
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Affiliation(s)
- Anita Chu Fountain
- Clinical Care Faculty, Midwestern University College of Dental Medicine-Arizona
| | - Eugenia P Roberts
- Clinical Care Faculty, Midwestern University College of Dental Medicine-Arizona
| | | | - Angela M Breitmeyer
- Midwestern University College of Behavioral Sciences, School of Clinical Psychology, Arizona
| | - Amy Buros Stein
- Office of Research and Sponsored Programs, Midwestern University, Glendale, Arizona
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Puryer J, Neville P, Fowler E. Between fairness and fear-Dental undergraduates' attitudes towards objective structured clinical examinations. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:323-331. [PMID: 30746899 DOI: 10.1111/eje.12433] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 02/06/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs. AIM To explore and describe the views of dental undergraduates towards OSCEs. METHOD A sequential mixed methods design was applied. This included a cross-sectional survey of all 204 dental undergraduates in Years 2, 3 and 4 within a UK dental school using an anonymous self-report online questionnaire (response rate 57%), which was followed by two focus group interviews of n = 10 Year-2 students. RESULTS Most students gave positive views regarding the OSCE form of assessment. Questionnaire data highlighted that students felt that the OSCE tested their diagnostic, clinical and communication skills, and covered a wide range of skills and disciplines. Students also generally saw them as a useful educational exercise that went beyond testing recall of facts. Most students thought that the OSCEs were "fair" assessments. Negative views focused around student lack of preparation for them, especially in earlier years. Focus group data explored further these concerns but also emphasised the need for more student-centred support pre-OSCE. CONCLUSION Objective structured clinical examinations can be an anxiety-inspiring form of assessment for students in the early years of the programme. Dental educators need to be more aware of these concerns to develop strategies to increase student preparedness for OSCEs without increasing stress.
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Alcota M, Manríquez JM, Cornejo‐Ovalle M, Salinas JC, Catano VM, Ruiz de Gauna P, González FE. Values related to professionalism in dental education at the University of Chile: Student and faculty perceptions. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:190-198. [PMID: 30659761 PMCID: PMC7328723 DOI: 10.1111/eje.12419] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2018] [Accepted: 01/12/2019] [Indexed: 05/29/2023]
Abstract
OBJECTIVE It is recognised that professionalism should play a central role in dental education. However, its implementation into the curricula of dental schools is still limited. Our objective was to identify the main values related to professionalism based on the perceptions of students and faculty members from the Faculty of Dentistry, University of Chile. METHODS A Dental Values Survey was validated and culturally adapted in order to guarantee the greatest possible internal validity. The adapted survey was administered to students and faculty members (416 and 225, respectively). The final survey contained 64 items rated on a Likert scale of 1-5. Each item was categorised according to five dimensions: Altruism, Consciousness, Personal Satisfaction, Quality of Life and Professional Status. The values were compared between faculty and students and among students at different courses. A values scale was constructed by selecting the five items with the highest average score for each dimension. RESULTS Survey respondents composed 34.32% of the universe, of which 50.46% were faculty and 49.54% were students. Values associated with Altruism, Consciousness and Professional Status, were the highest rated by students and faculty. Values associated with Personal Satisfaction and Quality of Life received the lowest scores for both groups. CONCLUSIONS To provide the best possible attention to patients (Consciousness), and that patients have access to affordable dental care (Altruism), are the values at the top of our scale. On the other hand, to maintain financial stability and to be well paid (Quality of Life) were the less considered.
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Affiliation(s)
- Marcela Alcota
- Department of Conservative Dentistry, Faculty of DentistryUniversity of ChileSantiagoChile
| | - José M. Manríquez
- Institute for Research in Dental Sciences, Faculty of DentistryUniversity of ChileSantiagoChile
| | - Marco Cornejo‐Ovalle
- Institute for Research in Dental Sciences, Faculty of DentistryUniversity of ChileSantiagoChile
| | - Juan C. Salinas
- Department of Prosthetics, Faculty of DentistryUniversity of ChileSantiagoChile
| | - Victor M. Catano
- Department of PsychologySaint Mary’s UniversityHalifaxNova ScotiaCanada
| | | | - Fermín E. González
- Department of Conservative Dentistry, Faculty of DentistryUniversity of ChileSantiagoChile
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Oliveira ER, Rose WF, Hendricson WD. Online Case-Sharing to Enhance Dental Students' Clinical Education: A Pilot Study. J Dent Educ 2019; 83:416-422. [DOI: 10.21815/jde.019.051] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Accepted: 10/09/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Erica R. Oliveira
- Department of Comprehensive Dentistry; School of Dentistry; University of Texas Health Science Center at San Antonio
| | - William F. Rose
- Department of Comprehensive Dentistry; School of Dentistry; University of Texas Health Science Center at San Antonio
| | - William D. Hendricson
- Education and Faculty Development; School of Dentistry; University of Texas Health Science Center at San Antonio
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Quick KK, Overman PR, Sposetti VJ. Identifying Needs to Ensure a Humanistic Academic Dental Environment: A Multi-Site Survey of Dental Students' Perspectives. J Dent Educ 2018; 82:1162-1170. [PMID: 30385682 DOI: 10.21815/jde.018.120] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Accepted: 04/11/2018] [Indexed: 11/20/2022]
Abstract
Dental school academic environments, whether the overall environment or the smaller environments of the classroom, lab, clinic, or community, are critical to student learning and professional development. The aims of this study were to assess dental students' experiences in the overall academic environment related to discrimination, destructive communication, belittlement, and isolation and to explore the relationships between students' emotional health and such experiences. Dental students in all four years at five U.S. dental schools were invited to participate in an electronic survey in April 2017. A total of 358 students responded for a 19.4% response rate. These students reported a total of five cases of discrimination that had been formally reported to their schools. Among these respondents, 24% had experienced destructive communication, 33% had experienced belittlement, and 33% reported feeling a sense of isolation. Non-males and students with disabilities were more likely to experience belittlement and isolation. Both destructive communication and feeling belittled increased with program year (relative to year 1)-spiking in year 3. Destructive communication and isolation were associated with behavior changes such as weight change, increased alcohol or over-the-counter medication use, and consultation with a health professional. To improve overall academic environments, dental educators should create learning environments to foster development of professional relationships, and schools should continue to provide student support services. Identifying and acknowledging shared issues across dental education might stimulate a national discussion that could lead to concerted approaches to address these issues. Identifying the proportions of students with feelings of isolation or loneliness along with experiences of belittlement and destructive communication could provide schools with a useful picture of their academic environment.
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Affiliation(s)
- Karin K Quick
- Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; Pamela R. Overman, EdD, is Professor and Associate Dean for Academic Affairs, University of Missouri-Kansas City School of Dentistry; and Venita J. Sposetti, DMD, is Associate Professor and Associate Dean for Education, University of Florida College of Dentistry.
| | - Pamela R Overman
- Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; Pamela R. Overman, EdD, is Professor and Associate Dean for Academic Affairs, University of Missouri-Kansas City School of Dentistry; and Venita J. Sposetti, DMD, is Associate Professor and Associate Dean for Education, University of Florida College of Dentistry
| | - Venita J Sposetti
- Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; Pamela R. Overman, EdD, is Professor and Associate Dean for Academic Affairs, University of Missouri-Kansas City School of Dentistry; and Venita J. Sposetti, DMD, is Associate Professor and Associate Dean for Education, University of Florida College of Dentistry
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Alhajj MN, Khader Y, Murad AH, Celebic A, Halboub E, Márquez JR, Macizo CC, Khan S, Basnet BB, Makzoumé JE, de Sousa-Neto MD, Camargo R, Prasad DA, Faheemuddin M, Mir S, Elkholy S, Abdullah AG, Ibrahim AA, Al-Anesi MS, Al-Basmi AA. Perceived sources of stress amongst dental students: A multicountry study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:258-271. [PMID: 29607584 DOI: 10.1111/eje.12350] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/15/2018] [Indexed: 06/08/2023]
Abstract
AIMS The aim of this study was to explore the perceived sources of stress reported by dental students from fourteen different countries. METHODS A total of 3568 dental students were recruited from 14 different dental schools. The dental environmental stress (DES) questionnaire was used including 7 domains. Responses to the DES were scored in 4-point Likert scale. Comparison between students was performed according to the study variables. The top 5 stress-provoking questions were identified amongst dental schools. Data were analysed using SPSS software program. Mann-Whitney and Kruskal-Wallis tests were used as appropriate. Logistic regression analysis was also conducted to determine the effect of the studied variables on the stress domains. The level of statistical significance was set at <.05. RESULTS Internal consistency of the scale was excellent (0.927). Female students formed the majority of the total student population. The percentage of married students was 4.8%. Numbers of students in pre-clinical and clinical stages were close together. The most stress-provoking domain was "workload" with a score of 2.05 ± 0.56. Female students scored higher stress than male students did in most of the domains. Significant differences were found between participating countries in all stress-provoking domains. Dental students from Egypt scored the highest level of stress whilst dental students from Jordan scored the lowest level of stress. CONCLUSION The self-reported stress in the dental environment is still high and the stressors seem to be comparable amongst the participating countries. Effective management programmes are needed to minimise dental environment stress.
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Affiliation(s)
- M N Alhajj
- Department of Prosthodontics, Faculty of Dentistry, Thamar University, Dhamar, Yemen
| | - Y Khader
- Department of Community Medicine, Public Health and Family Medicine, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - A H Murad
- Department of Oral Diagnosis, College of Dentistry, Al-Qadisiyah University, Al-Diwaniya, Iraq
| | - A Celebic
- Department of Removable Prosthodontics, Faculty of Dentistry, University of Zagreb, Zagreb, Croatia
| | - E Halboub
- Division of Oral Medicine, Department of Maxillofacial Surgery and Diagnostic Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - J R Márquez
- Department of Oral Rehabilitation, Faculty of Dentistry, University of San Martín de Porres, Lima, Peru
| | - C C Macizo
- Department of Oral Rehabilitation, Faculty of Dentistry, University of San Martín de Porres, Lima, Peru
| | - S Khan
- Department of Restorative Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa
| | - B B Basnet
- Department of Prosthodontics and Crown-Bridge, College of Dental Surgery, BP Koirala Institute of Health Sciences, Dharan, Nepal
| | - J E Makzoumé
- Department of Removable Prosthodontics, Faculty of Dentistry, Saint-Joseph University of Beirut, Beirut, Lebanon
| | - M D de Sousa-Neto
- Department of Restorative Dentistry, School of Dentistry of Ribeirão Preto, University of São Paulo, Sao Paulo, Brazil
| | - R Camargo
- Department of Restorative Dentistry, School of Dentistry of Ribeirão Preto, University of São Paulo, Sao Paulo, Brazil
| | - D A Prasad
- Department of Prosthodontics and Crown-Bridge, A.B. Shetty Memorial Institute of Dental Sciences, Nitte University, Mangalore, India
| | - M Faheemuddin
- Department of Prosthodontics, University College of Medicine and Dentistry, University of Lahore, Punjab, Pakistan
| | - S Mir
- Private Dental Clinic, Punjab, Pakistan
| | - S Elkholy
- Department of Implants and Removable Prosthodontics, Faculty of Dentistry, Pharos University in Alexandria, Alexandria, Egypt
| | - A G Abdullah
- Department of Basic Sciences, Faculty of Dentistry, University of Khartoum, Khartoum, Sudan
| | - A A Ibrahim
- Department of Prosthodontics, Faculty of Dentistry, Al-Gazira University, Wad Medani, Sudan
| | - M S Al-Anesi
- Conservative Department, Faculty of Dentistry, Thamar University, Dhamar, Yemen
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Grock CH, Luz LB, Oliveira VF, Ardenghi TM, Bizarro L, Ferreira MBC, Montagner F. Experiences during the execution of emergency endodontic treatment and levels of anxiety in dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e715-e723. [PMID: 30079613 DOI: 10.1111/eje.12385] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/06/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE This study aims to evaluate the experience of dental students and assess their anxiety levels when performing emergency endodontic treatments. METHODS Undergraduate students completed the STAI-Trait/State and a questionnaire to assess their confidence level to perform each step of an emergency endodontic procedure. They also answered a numerical scale (NRS) for anxiety before and after emergency care. Ten randomly selected students from the same sample further participated in a focus group aimed at obtaining qualitative data on their perception of endodontic treatments' conduction and the learning process necessary to perform them. RESULTS A total of 23 students joined the study. The majority of the participants reported feeling "confident" when performing local anaesthesia (57.6%), rubber dam placement (57.6%) and coronal sealing (72.7%). However, a small number reported feeling "little confident" to perform access cavity (15.2%) or pulpotomy/pulpectomy (24.2%). Students who scored above the 3rd quartile of STAI-Trait/State were classified as "highly anxious," and comprised 26.1% of the sample. The values of NRS scale were higher in the preoperative when compared with the post-operative assessment. All students classified as "highly anxious" reported low confidence in performing "access cavity" and "pulpotomy/pulpectomy." CONCLUSION Both quantitative and qualitative analysis showed different anxiety levels in dental students. It can possibly contribute to a reduction in confidence prior to emergency endodontic procedures. The current findings suggest it might be important to rearrange activities in order to allow for more practical classes in Endodontics.
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Affiliation(s)
- Camila Hélen Grock
- Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Luciana Batista Luz
- Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Vanessa Farias Oliveira
- Department of Developmental and Personality Psychology, Institute of Psychology, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Thiago Machado Ardenghi
- Department of Stomatology, Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
| | - Lisiane Bizarro
- Department of Developmental and Personality Psychology, Institute of Psychology, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Maria Beatriz Cardoso Ferreira
- Pharmacology Department, Institute of Basic Health Sciences, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Francisco Montagner
- Department of Conservative Dentistry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
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Seijo MO, Ferreira EF, Ribeiro Sobrinho AP, Paiva SM, Martins RC. Learning Experience in Endodontics: Brazilian Students’ Perceptions. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.5.tb05515.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Marilia O.S. Seijo
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Efigênia F. Ferreira
- Department of Social and Preventive Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Antônio P. Ribeiro Sobrinho
- Department of Pediatric Dentistry and Orthodontics, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Saul M. Paiva
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
| | - Renata C. Martins
- Department of Operative Dentistry, Faculty of Dentistry; Universidade Federal de Minas Gerais; Brazil
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29
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Tavares LG, Lima SMF, Lima MG, Arruda MP, Menegazzi TC, Rezende TMB. Undergraduate dentistry students' perception of difficulties regarding endodontic treatment. AUST ENDOD J 2018; 45:98-105. [PMID: 30113741 DOI: 10.1111/aej.12290] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/26/2018] [Indexed: 11/30/2022]
Abstract
The present study aimed to identify students' perceptions of endodontic treatment at a Brazilian university through a survey, which analysed student profiles and their difficulties in 2016. One hundred and two students who had experienced endodontic, laboratory or clinical procedures answered a survey based on their experiences, regarding their perceptions, experience and self-confidence levels. Results demonstrated that there was no significant difficulty among students regarding anaesthesia, rubber dam use, chamber access, working length determination, instrumentation, root filling and temporary restoration procedures during endodontic treatment. However, problems were observed regarding radiographic examination (mainly in separating root canals) and the choice of intracanal medication. The present study also raised a question regarding dental education: how can endodontic education be improved by addressing students' perceived difficulties? Evaluating the major student difficulties during root canal therapy can help the improvement of teaching strategies during preclinical and clinical teaching.
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Affiliation(s)
- Lorrane G Tavares
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil
| | - Stella M F Lima
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil.,Centro de Análises Proteômicas e Bioquímicas, Programa de Pós-graduação em Ciências Genômicas e Biotecnologia, Universidade Católica de Brasília, Brasília, Brazil
| | - Miriane G Lima
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil
| | - Marcos P Arruda
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil
| | - Thiago C Menegazzi
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil.,Centro de Análises Proteômicas e Bioquímicas, Programa de Pós-graduação em Ciências Genômicas e Biotecnologia, Universidade Católica de Brasília, Brasília, Brazil
| | - Taia M B Rezende
- Curso de Odontologia, Universidade Católica de Brasília, Taguatinga, Brazil.,Centro de Análises Proteômicas e Bioquímicas, Programa de Pós-graduação em Ciências Genômicas e Biotecnologia, Universidade Católica de Brasília, Brasília, Brazil.,Programa de Pós-Graduação em Educação, Universidade Católica de Brasília, Brasília, Brazil.,Programa de Pós-Graduação em Ciências da Saúde, Universidade de Brasília, Brasília, Brazil
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30
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Krois NR, Kossioni AE, Barlow PB, Straub-Morarend CL, Marchini L. Preliminary Validation of an Instrument to Assess Students' Perceptions of Clinical Learning Environments at U.S. Dental Schools. J Dent Educ 2018; 82:575-580. [PMID: 29858253 DOI: 10.21815/jde.018.064] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Accepted: 12/02/2017] [Indexed: 11/20/2022]
Abstract
Research on dental students' perceptions of clinical learning environments is needed to identify strengths, weaknesses, and need for interventions to sustain high-quality dental education, but a primary challenge has been the absence of an instrument designed to assess these perceptions. The Dental Clinical Learning Environment Instrument (DECLEI) is a new instrument developed specifically for dental clinical learning environments according to psychometric standards and validated in Europe. The aim of this study was to perform a preliminary validation of DECLEI in a U.S. dental school, thus providing data for subsequent validation in a larger, multi-institution sample. After five experienced faculty members assessed DECLEI's item relevance and content validity, the instrument was distributed in 2016 to 144 third- and fourth-year dental students at the University of Iowa College of Dentistry & Dental Clinics. All 144 questionnaires were completed (100% response rate). The results were tabulated and submitted to principal component analysis with an orthogonal rotation to assess internal structure of the measure. Internal consistency reliability was assessed using Cronbach's alpha coefficient and corrected item-total correlations. The results showed that, of the initial 24 items, principal component analysis allowed 18 items grouped in five domains: student-faculty interaction, equipment and patient issues, didactic-clinical components interaction, negative perceptions, and self-assessment. The Cronbach's alpha coefficients for these five domains ranged from 0.52 to 0.80. These results suggest that DECLEI has the potential for use as a reliable instrument to assess students' perceptions of clinical learning environments at U.S. dental schools, thus supporting the need for a definitive validation analysis in a larger sample.
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Affiliation(s)
- Nicole R Krois
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Anastasia E Kossioni
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Patrick B Barlow
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Cheryl L Straub-Morarend
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Leonardo Marchini
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa.
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Al-Saleh S, Al-Madi EM, AlMufleh B, Al-Degheishem AH. Educational environment as perceived by dental students at King Saud University. Saudi Dent J 2018; 30:240-249. [PMID: 29942109 PMCID: PMC6011212 DOI: 10.1016/j.sdentj.2018.02.003] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Accepted: 02/26/2018] [Indexed: 11/25/2022] Open
Abstract
Objectives Main objectives of the present study were to develop a baseline information about dental students' perception of their educational environment at the College of Dentistry, King Saud University (KSU) in Riyadh; and to investigate the role of four different variables on the students' perception. Methods Dundee Ready Education Environment Measure (DREEM) questionnaire was distributed among 497 undergraduate dental students, in the second week of the first semester of the academic year, from second year students to interns studying in the College of Dentistry of King Saud University (KSU). Results Response rate was 60.73%. Mean for the total DREEM scores was 108.42/200. DREEM subscales mean were above 50% of the total score. DREEM overall score showed no significant statistical difference among the four variables investigated, except the academic year, where the second year students scored significantly higher (118.36 ± 15.8) compared to the interns (105 ± 21.3). Conclusion Students’ perception of educational environment in the KSU College of Dentistry was satisfactory. However, several weak areas were identified which need some attention and consideration.
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Affiliation(s)
- Samar Al-Saleh
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Corresponding author at: Department of Prosthetic Dental Sciences, King Saud University, College of Dentistry, P.O. Box 88011 Riyadh 11662, Saudi Arabia.
| | - Ebtissam M. Al-Madi
- Department of Restorative Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Clinical Dental Science, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Balqees AlMufleh
- Faculty of Dentistry, McGill University, Montreal, Quebec, Canada
| | - Al-Hanoof Al-Degheishem
- Department of Clinical Dental Science, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Tomás I, Aneiros A, Casares-de-Cal MA, Quintas V, Prada-López I, Balsa-Castro C, Ceballos L, Gómez-Moreno G, Llena C, López-Jornet P, Machuca MC, Palés J. Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e131-e141. [PMID: 28504872 DOI: 10.1111/eje.12270] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/28/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. METHODS A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. RESULTS The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (P<.001). The scores of the students and teachers for the subscales were, respectively: 27.9 (58.1%) and 30.2 (63.0 %) for Learning (P<.001); 26.8 (60.9%) and 32.6 (74.1%) for Teachers (P<.001); 20.7 (64.7%) and 20.5 (64.0%) for Academic (P=.333); 29.9 (62.3%) and 33.7 (70.3%) for Atmosphere (P<.001); and 17.9 (64.0%) and 16.9 (60.5%) for Social (P<.001). The students identified six problematic items (12.0 %) compared to only two (4.0 %) highlighted by the teachers. CONCLUSION The students and teachers considered the EC to be "more positive than negative" in Spanish public dental schools; and the different subscales to be "positive and acceptable." The teachers did, however, evaluate the EC, and specifically the learning-teaching process, more positively than their students, identifying fewer problematic educational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning."
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Affiliation(s)
- I Tomás
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - A Aneiros
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - M A Casares-de-Cal
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - V Quintas
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - I Prada-López
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - C Balsa-Castro
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - L Ceballos
- School of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - G Gómez-Moreno
- School of Dentistry, University of Granada, Granada, Spain
| | - C Llena
- School of Medicine and Dentistry, University of Valencia, Valencia, Spain
| | - P López-Jornet
- School of Medicine and Dentistry, University of Murcia, Murcia, Spain
| | - M C Machuca
- School of Dentistry, University of Sevilla, Sevilla, Spain
| | - J Palés
- School of Medicine, University of Barcelona, Barcelona, Spain
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Shoaib LA, Safii SH, Naimie Z, Ahmad NA, Sukumaran P, Yunus RM. Dental students' perceptions on the contribution and impact role of a clinical teacher. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e26-e34. [PMID: 27995730 DOI: 10.1111/eje.12252] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/15/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES This study was conducted in University of Malaya to evaluate student perceptions on the contribution and role of an effective clinical teacher based on the cognitive apprenticeship model in clinical practice. METHODS Self-administered questionnaires were distributed to 233 undergraduate dental students involved with clinical teaching. This modified and validated questionnaire focusing on students' learning environment was used in order to gain relevant information related to dental clinical teaching. Six domains with different criteria applicable to clinical teaching in dentistry were selected consisting of modelling (four criteria), coaching (four criteria), scaffolding (four criteria), articulation (four criteria), reflection (two criteria) and general learning environment (six criteria). Data analyses were performed using IBM SPSS Statistics 20. RESULTS Majority of the students expressed positive perceptions on their clinical learning experience towards the clinical teachers in the Faculty of Dentistry, University of Malaya, in all criteria of the domains. Few negative feedbacks concerning the general learning environment were reported. CONCLUSION Further improvement in the delivery of clinical teaching preferably by using wide variety of teaching-learning activities can be taken into account through students' feedback on their learning experience.
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Affiliation(s)
- L A Shoaib
- Department of Pediatric Dentistry & Orthodontics, Faculty of Dentistry, University Malaya, Kuala Lumpur, Malaysia
| | - S H Safii
- Department of Restorative Dentistry, Faculty of Dentistry, University Malaya, Kuala Lumpur, Malaysia
| | - Z Naimie
- Department of Curriculum and Instructional Technology, Faculty of Education, University Malaya, Kuala Lumpur, Malaysia
| | - N A Ahmad
- Department of Restorative Dentistry, Faculty of Dentistry, University Malaya, Kuala Lumpur, Malaysia
| | - P Sukumaran
- Department of Restorative Dentistry, Faculty of Dentistry, University Malaya, Kuala Lumpur, Malaysia
| | - R M Yunus
- Faculty of Science, Institute of Mathematical Sciences, University Malaya, Kuala Lumpur, Malaysia
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Kalman L, Xian A. Preliminary study of a novel dental hand instrument for restorative procedures. J Dent Res Dent Clin Dent Prospects 2017; 11:195-199. [PMID: 29184637 PMCID: PMC5666221 DOI: 10.15171/joddd.2017.035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Accepted: 08/12/2017] [Indexed: 11/26/2022] Open
Abstract
Background. There is no clear consensus on operative hand
instrumentation. In general, there is one hand instrument that completes one
task. Consequently, numerous instruments are required for the placement,
shaping and carving of a restoration. This reduces clinical efficiency,
increases cost and may generate frustration.
Methods. A novel dental hand
instrument has been developed. The instrument (GTI) can complete several
tasks. The instrument was assessed in a laboratory setting with amalgam,
composite and glass-ionomer restorations on dentoform teeth.
Results. Results indicated that class II amalgam and composite restorations were significantly
faster than conventional instrumentation (P<0.05). Differences in
restoration quality were not statistically significant. Cost was
significantly reduced as the GTI could perform the task of 9 conventional
instruments.
Conclusion. The GTI is an industry-translated, novel medical
device that offers the clinician an alternative to standard instrumentation.
Further investigations are required with increased samples sizes, clinical
assessment and expanded utility.
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Affiliation(s)
- Les Kalman
- Schulich School of Medicine & Dentistry, Western University, London, ON, Canada
| | - Allen Xian
- Schulich School of Medicine & Dentistry, Western University, London, ON, Canada
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Subramanian J, Thomson WM. The learning environment in professional doctorate and postgraduate dental education: a qualitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:261-271. [PMID: 27234931 DOI: 10.1111/eje.12209] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/30/2016] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Currently, there is a lack of studies focusing on professional doctoral students' and graduates' perceptions of their learning environment, in particular, using a qualitative approach to elicit in-depth information. This article aims to contribute to the existing body of knowledge by systematically exploring, critically analysing and getting a deeper understanding of professional doctorate dental students' and graduates' insights into effective and ineffective clinical and physical learning environment characteristics. METHODS The study included a total of 20 participants. Participants included 16 final-year Doctor of Clinical Dentistry (DClinDent) students and four dental specialists (graduates of the DClinDent programme). Semi-structured, individual interviews were used. Participants were asked to reflect upon and describe in detail their effective and ineffective learning environment experiences. The critical incident technique was used to guide the data collection. Data were analysed using a general inductive qualitative approach. RESULTS Learning environment characteristics which participants associated with effective learning included the following: sufficient opportunities for comprehensive treatment planning; introduction to a number of patient treatment philosophies; a sufficient number of complex cases; clinically oriented research and assignment topics; a focus on clinical training in the programme generally; a research topic of a realistic depth and breadth, suitable for their 'specialist training' degree; and a well-resourced and updated physical infrastructure. On the other hand, most participants indicated that the absence of an adequate number of clinical cases, an overemphasis on research (as opposed to clinical practice) in the DClinDent programme and an 'outdated' physical infrastructure in the dental school clinics could hamper effective clinical learning. CONCLUSION These findings contribute to the meaningful advancement of the literature on learning environment strategies through the exploration of (and in-depth qualitative insights into) what facilitated effective learning by New Zealand professional doctorate candidates and graduates. These findings provide a starting point for reflection by international academic directors, educational developers, curriculum planners, programme managers and clinical teachers in respect of the further development of the learning environment. Although the findings from this study may not be directly transferable to all international contexts, they have the potential to contribute to the further development of theory in this area.
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Affiliation(s)
- J Subramanian
- School of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - W M Thomson
- Faculty of Dentistry, University of Otago, Dunedin, New Zealand
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Halawany HS, Al-Jazairy YH, Al-Maflehi N, Abraham NB, Jacob V. Application of the European-modified dental clinical learning environment inventory (DECLEI) in dental schools in Riyadh, Saudi Arabia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e50-e58. [PMID: 27339396 DOI: 10.1111/eje.12218] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
AIM The aim of this study was to evaluate undergraduate dental students' self-perceptions of their clinical dental environment using a valid, concise and more practical version of the Dental Clinical Learning Environment Inventory (DECLEI) questionnaire. MATERIALS AND METHODS The 24-item DECLEI was self-administered to fourth- and fifth-year undergraduate dental students from public and private dental schools in Riyadh, Saudi Arabia, during the 2014-2015 academic year. Factor analysis revealed three underlying factors associated with the clinical learning environment. Independent sample t-tests were used to evaluate any associations amongst the items, the factors, the total DECLEI score and other demographic variables. For the scoring system, 6-point Likert scale responses were scored on a 100% scale ranging from excellent to poor. RESULTS The mean DECLEI total score was 64.1 (good) of 100. Amongst the factors, the highest mean score, 71.3 (good), was obtained for the patient interactions and professionalism, and the lowest mean score, 50.2 (moderate), was observed for all the negatively worded statements in the DECLEI. The instrument exhibited good discriminant validity as it was able to record significant differences between genders and between public and private institutions in the total DECLEI, the factors and most of the items scored. CONCLUSIONS The new DECLEI scale identified several areas of strength and some aspects that could be improved. Overall, the dental students rated the clinical undergraduate programme as more positive than negative.
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Affiliation(s)
- H S Halawany
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Y H Al-Jazairy
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N Al-Maflehi
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N B Abraham
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - V Jacob
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Banneheke H, Nadarajah VD, Ramamurthy S, Sumera A, Ravindranath S, Jeevaratnam K, Efendie B, Chellamuthu L, Krishnappa P, Peterson R. Student preparedness characteristics important for clinical learning: perspectives of supervisors from medicine, pharmacy and nursing. BMC MEDICAL EDUCATION 2017; 17:130. [PMID: 28789645 PMCID: PMC5549327 DOI: 10.1186/s12909-017-0966-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2017] [Accepted: 07/20/2017] [Indexed: 05/21/2023]
Abstract
BACKGROUND Student perspectives of clinical preparedness have been studied in the literature, but the viewpoint of supervisors is limited. Hence, the aim was to examine the perspective of supervisors on the characteristics of health professional students important for preparedness for clinical learning. METHODS This was a descriptive, questionnaire-based, cross-sectional study conducted at three higher education institutions in Malaysia. A previously published questionnaire with 62 characteristics was adopted with modifications after pre-testing. Descriptive analysis was completed for the demographic data. The sample was grouped based on health profession, clinical practice experience and teaching experience for further analysis. Non-parametric Kruskal-Wallis test was selected to evaluate differences in mean ranks to assess the null hypothesis that the medians are equal across the groups. Kruskal-Wallis post-hoc pair wise comparison was performed on samples with significant differences across samples. RESULTS The sample was comprised of 173 supervisors from medicine (55, 32%), pharmacy (84, 48%) and nursing (34, 20%). The majority (63%) of the supervisors were currently in professional practice. A high percentage (40%) of supervisors had less than 4 years of teaching experience. The highest theme ratings were for willingness (6.00) and professionalism (5.90). There was a significant difference (p < 0.05) in the medians, among medicine, pharmacy and nursing professional speciality for willingness (5.70, 6.00 and 6.00), professionalism (5.70, 5.90 and 6.15), communication and interaction (5.42, 5.67 and 6.00), personal attributes (5.42, 5.71 and 6.02) and the professional and interpersonal skills (5.50, 5.63 and 6.00) themes. Post-hoc analysis showed a significant difference (p < 0.05) between medicine and nursing groups in the willingness (5.70 and 6.00), professionalism (5.70 and 6.15) and personal attributes (5.42 and 6.02) themes. Supervisors who are currently in practice had given high ratings compared to other groups. There were no significant differences observed within groups with different level of teaching experiences. CONCLUSIONS All supervisors rated professionalism and willingness as the most important characteristics followed by personal attributes. Further strengthening learning opportunities related to these characteristics in the curriculum may improve the students' preparedness in clinical learning.
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Affiliation(s)
- Hasini Banneheke
- Faculty of Medical Sciences, University of Sri Jayewardenepura, Colombo, Sri Lanka
| | - Vishna Devi Nadarajah
- School of Medicine, International Medical University, No 126 Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia
| | | | - Afshan Sumera
- School of Medicine, International Medical University, No 126 Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia
| | - Sneha Ravindranath
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | | | - Benny Efendie
- School of Pharmacy, Monash University, Selangor, Malaysia
| | - Leela Chellamuthu
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia
| | - Purushotham Krishnappa
- School of Medicine, International Medical University, No 126 Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia
| | - Ray Peterson
- Faculty of Health Sciences, Adelaide Medical School, University of Adelaide, Adelaide, Australia
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Lyon L, Itaya LE, Hoover T, Booth MT, Nadershahi N. Humanism in Dental Education: A Comparison of Theory, Intention, and Stakeholder Perceptions at a North American Dental School. J Dent Educ 2017; 81:929-936. [DOI: 10.21815/jde.017.044] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 02/28/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Lucinda Lyon
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry, University of the Pacific
| | - Lisa E. Itaya
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry, University of the Pacific
| | - Terry Hoover
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry, University of the Pacific
| | - Mark T. Booth
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry, University of the Pacific
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Yilmaz ND, Velipasaoglu S, Ozan S, Basusta BU, Midik O, Mamakli S, Karaoglu N, Tengiz F, Durak Hİ, Sahin H. A multicenter study: how do medical students perceive clinical learning climate? MEDICAL EDUCATION ONLINE 2016; 21:30846. [PMID: 27640648 PMCID: PMC5027332 DOI: 10.3402/meo.v21.30846] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2015] [Revised: 06/21/2016] [Accepted: 07/28/2016] [Indexed: 05/10/2023]
Abstract
BACKGROUND The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. METHODS Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). RESULTS The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. CONCLUSION The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.
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Affiliation(s)
| | - Serpil Velipasaoglu
- Department of Medical Education, Faculty of Medicine, Dokuz Eylül University, Izmir, Turkey
| | - Sema Ozan
- Department of Medical Education, Faculty of Medicine, Dokuz Eylül University, Izmir, Turkey
| | - Bilge Uzun Basusta
- Department of Medical Education, Faculty of Medicine, Hacettepe University, Ankara, Turkey
| | - Ozlem Midik
- Department of Medical Education, Faculty of Medicine, Ondokuz Mayıs University, Samsun, Turkey
| | - Sumer Mamakli
- Department of Medical Education, Faculty of Medicine, Akdeniz University, Antalya, Turkey
| | - Nazan Karaoglu
- Department of Medical Education, Faculty of Medicine, Necmettin Erbakan University, Konya, Turkey
| | - Funda Tengiz
- Izmir University of Economics School of Vocational, Izmir, Turkey
| | - Halil İbrahim Durak
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Hatice Sahin
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey;
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Harrison PL, Shaddox LM, Garvan CW, Behar-Horenstein LS. Wellness Among Dental Students: An Institutional Study. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.9.tb06194.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Peter L. Harrison
- Trinity College; Dublin Ireland
- Department of Periodontology; College of Dentistry; University of Florida
| | - Luciana M. Shaddox
- Department of Periodontology; College of Dentistry; University of Florida
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Santiago LJ, Freudenthal JJ, Peterson T, Bowen DM. Dental Hygiene Faculty Calibration Using Two Accepted Standards for Calculus Detection: A Pilot Study. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.8.tb06178.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
| | | | - Teri Peterson
- College of Business and was Statistical Consultant; Division of Health Sciences; Idaho State University
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Miller CJ, Metz MJ. Can Clinical Scenario Videos Improve Dental Students’ Perceptions of the Basic Sciences and Ability to Apply Content Knowledge? J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.12.tb06045.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Cynthia Jayne Miller
- Department of Physiology and Biophysics; University of Louisville School of Medicine
| | - Michael James Metz
- Department of General Dentistry and Oral Medicine; University of Louisville School of Dentistry
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Naser-ud-Din S. Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:169-176. [PMID: 25212808 DOI: 10.1111/eje.12118] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2014] [Indexed: 06/03/2023]
Abstract
INTRODUCTION E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. MATERIAL AND METHODS Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. RESULTS Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. CONCLUSIONS It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training.
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Affiliation(s)
- S Naser-ud-Din
- Discipline Lead Orthodontics, School of Dentistry, University of Queensland, Brisbane, Qld, Australia
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Shehnaz SI, Premadasa G, Arifulla M, Sreedharan J, Gomathi KG. Development and validation of the AMEET inventory: An instrument measuring medical faculty members' perceptions of their educational environment. MEDICAL TEACHER 2015; 37:660-669. [PMID: 25154324 DOI: 10.3109/0142159x.2014.947935] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
We developed, through a three-round modified Delphi technique, an inventory [Assessment of Medical Education Environment by Teachers (AMEET)] to assess viewpoints of medical faculty on educational environment experienced by teachers. In Round 1, 16 members from international settings graded (0-3) and modified an initial list of statements, or suggested new statements for inclusion. In Round 2, the new statements were graded and previous responses reconsidered. Subsequently, statements with median scores ≤1 were excluded. The questionnaire was compiled following reconsideration of responses to new statements in Round 3. A pilot test enabled assessment of the validity and reliability of the instrument. The panel members modified and graded the initial 50 statements of the preliminary inventory and suggested five new statements. The new statements were graded, responses to previous 50 statements were reconsidered, and three statements with median scores <1 were removed following Round 2. On review of the 52 statements by panel, two statements (each with agreement of <75%) were deleted. The final 50-item inventory comprising six domains was piloted with 62 faculty. Cronbach's alpha of 0.94 was obtained. The AMEET inventory is valid, highly reliable and practically useful to assess medical faculty members' perceptions of educational environment.
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Alcota M, Fuenzalida A, Barrientos C, Garrido M, de Gauna PR, González FE. An “XL” Endodontics Intervention for Dental Students Required to Repeat the Course: Changing Frustration to Improved Grades and Attitudes. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.4.tb05897.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Marcela Alcota
- Department of Conservative Dentistry; School of Dentistry; University of Chile
| | | | - Claudia Barrientos
- Department of Conservative Dentistry; School of Dentistry; University of Chile
| | - Mauricio Garrido
- Department of Conservative Dentistry; School of Dentistry; University of Chile
| | - Pilar Ruiz de Gauna
- Department of Theory and History of Education; Teacher Training School of Bilbao; University of The Basque Country; Spain
| | - Fermín E. González
- Department of Conservative Dentistry; School of Dentistry; University of Chile
- Millennium Institute of Immunology and Immunotherapy; University of Chile
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A study of dental students' clinical knowledge acquisition and experiences in conscious sedation. Br Dent J 2015; 218:351-4. [DOI: 10.1038/sj.bdj.2015.198] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/18/2015] [Indexed: 11/08/2022]
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Suksudaj N, Lekkas D, Kaidonis J, Townsend GC, Winning TA. Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:53-62. [PMID: 24779719 DOI: 10.1111/eje.12102] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/11/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. METHODS Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. RESULTS Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. CONCLUSIONS It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation.
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Affiliation(s)
- N Suksudaj
- Faculty of Dentistry, Thammasat University, Pathumthani, Thailand; School of Dentistry, The University of Adelaide, Adelaide, SA, Australia
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Kamal S, Mamata H. Assessment of the learning environment in prosthodontic department based on Dental College Learning Environment Survey by the graduates of a dental institute in India. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2014; 11:34. [PMID: 25540978 PMCID: PMC4309930 DOI: 10.3352/jeehp.2014.11.34] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Accepted: 12/20/2014] [Indexed: 05/28/2023]
Abstract
The purpose of this study was to determine dental graduates' perceptions of learning environment in a prosthodontic department in a dental institute in India. The 60-item closed-ended, cross-sectional questionnaire with five options was completed by the dental graduates and the dentists. The data obtained was analyzed using statistical software. The mean, SD, frequency and percentages were calculated wherever appropriate. The questionnaire was answered by 242 dentists and dental graduates. Of the seven Dental College Learning Environment Survey scales, the highest mean scores were for student to student interaction (2.76 ± 0.53) followed by meaningful learning experience (2.67 ± 0.39). The lowest scores were for flexibility (2.26 ± 0.51) followed by supportiveness (2.40 ± 0.59). The lowest mean scores obtained for the 'flexibility scale' conveys that the opportunity for the faculty and students to modify the learning environment are less than for the other categories, and there is thus a need to modify the learning environment. Faculty should also increase their support to the students by contributing to an effective and meaningful interaction by creating a congenial environment.
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Affiliation(s)
- Shigli Kamal
- Department of Prosthodontics, Bharati Vidyapeeth Deemed University Dental College and Hospital, Sangli, India
| | - Hebbal Mamata
- Department of Preventive and Community Dentistry, K. L. E. V. K. Institute of Dental Sciences, Belgaum, India
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Affiliation(s)
- Karin K. Quick
- Division of Dental Public Health; Department of Primary Dental Care; University of Minnesota School of Dentistry
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Murray CM, Chandler NP. Undergraduate endodontic teaching in New Zealand: Students’ experience, perceptions and self-confidence levels. AUST ENDOD J 2014; 40:116-22. [DOI: 10.1111/aej.12084] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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