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Elsheli J, Patrick A, Stokes C. Community-based education programmes in the context of dental education: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:576-590. [PMID: 38147469 DOI: 10.1111/eje.12986] [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: 11/25/2022] [Revised: 10/31/2023] [Accepted: 12/10/2023] [Indexed: 12/28/2023]
Abstract
BACKGROUND Community education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions. METHODS Arksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted. RESULTS A systematic search concerning community education in dentistry identified a total of 140 papers for full-text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self-reported, primarily by students. CONCLUSIONS There is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research.
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Affiliation(s)
- Jamila Elsheli
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
- Faculty of Dentistry, University of Tripoli, Tripoli, Libya
| | - Alison Patrick
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Hill EB, Mastny-Jensen C, Loch C. Before and after: COVID-19 impacts on dental students' well-being, clinical competency and employment opportunities. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:522-529. [PMID: 38009831 DOI: 10.1111/eje.12977] [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: 12/19/2022] [Revised: 08/27/2023] [Accepted: 10/18/2023] [Indexed: 11/29/2023]
Abstract
INTRODUCTION The onset of COVID-19 challenged dental schools worldwide, impacting clinical training. In Australasia, New Zealand adopted a COVID-19 'elimination strategy', involving nationwide lockdowns that halted face-to-face education. The 'elimination strategy' adopted at the pandemic onset, which permitted return to 'normal life' in 2021, allowed the pandemic impacts and those related workforce transition to be teased out. This study aimed to evaluate perceived impacts of the COVID-19 pandemic on health and well-being, clinical competency and employment opportunities of dental students. MATERIALS AND METHODS Two surveys were distributed to final year dental students (n = 94; age range 20-35): one during their final semester and the second six months following graduation. Surveys included open and closed ended questions on participants' self-perceived impacts of COVID-19 on health and well-being, clinical competency and employment opportunities. Average percentages were calculated and descriptive statistics performed. RESULTS Pre-graduation, participants reported COVID-19 negatively impacted their mental and social health. Slightly lower scores on all dimensions of health post-graduation were likely due to transitioning to the workforce. Pre-graduation, less than half of participants felt prepared to provide the full scope of dental treatment; post-graduation most felt confident to do so. Most participants expected COVID-19 would negatively impact employment opportunities for their cohort, despite all participants being employed when the second survey was conducted. CONCLUSION Participants self-rated health and clinical competency scores were lower post-graduation when NZ returned to 'normal life', meaning lower scores were related to workforce transition. Dental schools need to be prepared to provide alternative forms of dental education and help mitigate mental health impacts of future major course disruptions.
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Affiliation(s)
- Eva Barron Hill
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Chevvy Mastny-Jensen
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Carolina Loch
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
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Strang AM, Gartshore LM. Dental students' clinical and academic experience during placement in a UK tertiary care children's hospital. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:100-105. [PMID: 37205780 DOI: 10.1111/eje.12920] [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: 01/17/2022] [Revised: 10/14/2022] [Accepted: 04/24/2023] [Indexed: 05/21/2023]
Abstract
INTRODUCTION There are well-recognized difficulties across UK dental schools in recruiting paediatric patients who are willing to attend, have manageable dental disease, and do not require the behaviour management skills of an experienced dentist. This presents a concern for the skill development of the future workforce. At the School of Dentistry in Liverpool, the challenge to enable students to develop these core skills is supported by attendance at a tertiary care children's hospital. The present study investigates whether attendance of final-year dental students at a children's hospital affects perceptions of their surgical experience, self-reported preparation for working independently as a dentist, and understanding of specialist care. MATERIALS AND METHODS A self-administered online survey was distributed to final-year dental students (2020-2021). Quantitative and qualitative data were gathered using mixed item formats for descriptive analysis. Questions addressed themes including experience of primary tooth exodontia, understanding of general anaesthetic dental care and multidisciplinary patient management. RESULTS The response rate was 90% (n = 66). Attendance was beneficial to student learning and experience; responders reported increased surgical experience, self-confidence and understanding of multidisciplinary care. Students developed insight into future career pathways. CONCLUSION The present study supports the use of external clinic rotations, known as outreach placements, for dental student training. The findings support existing literature demonstrating the value of outreach placements in providing an experience not available in dental school environments. Dental students' perceptions of their surgical experience, knowledge of specialist care, and preparedness for independent practice may be enhanced by attendance to outreach placements.
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Affiliation(s)
| | - Laura M Gartshore
- School of Dentistry, Faculty of Health & Life Sciences, University of Liverpool, Liverpool, UK
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Panagiotidou E, Lillis T, Fotopoulos I, Kalyvas D, Dabarakis N. Evaluation of Self-Perceived Confidence and Competence in Oral Surgery among Final Year Undergraduate Students in Greece. Eur J Dent 2024; 18:360-367. [PMID: 38158210 PMCID: PMC10959612 DOI: 10.1055/s-0043-1771330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2024] Open
Abstract
OBJECTIVES Oral surgery is an integral part of dentistry that deals with the diagnosis and management of pathology of the mouth and jaws that requires surgical intervention. The aim of undergraduate studies in oral surgery is, upon graduation, to be confident and competent to treat without assistance surgical cases in the spectrum of general dentistry. This study evaluates the senior Greek dental students' self-confidence and self-perceived competence to undertake cases within the scope of oral surgery. Evaluation of clinical experience gathered during training and self-perceived confidence and competence in generic oral surgery skills is included. MATERIALS AND METHODS The present study was a questionnaire survey conducted during the academic year 2018-2019. The questionnaire comprised three sections. Section 1 included demographic data and four closed-ended questions concerning numerical data about procedures that they had already performed or observed, section 2 included four questions concerning their self-perceived competence to perform basic surgical techniques, and section 3 included 10 clinical case scenarios. RESULTS One hundred and twenty-seven students participated in the study. Among the basic surgical skills, students were most confident with suturing, and they were least confident with bone removal. Students from the Aristotle University of Thessaloniki (AUTH) tend to show higher level of confidence compared with students from the National and Kapodistrian University of Athens (NKUA) in most questions. CONCLUSION Greek graduate dental students report moderate levels of self-confidence in oral surgery. A realistic approach in increasing self-confidence and competence in oral surgery would be the focus on preclinical training in generic elementary surgical skills, in combination with increased observational sessions of oral surgery procedures or outreach training.
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Affiliation(s)
- Eliza Panagiotidou
- Department of Dentoalveolar Surgery, Implantology and Dental Anesthesiology, School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Theodoros Lillis
- Department of Dentoalveolar Surgery, Implantology and Dental Anesthesiology, School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Ioannis Fotopoulos
- Department of Dentoalveolar Surgery, Implantology and Dental Anesthesiology, School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Demos Kalyvas
- Department of Oral Surgery and Dental Anesthesia, School of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Nikolaos Dabarakis
- Department of Dentoalveolar Surgery, Implantology and Dental Anesthesiology, School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Veerabhadrappa SK, Pandarathodiyil AK, Ghani WMN, Termizi Bin Zamzuri A. Evaluation of Self-Reported professionalism lapses among dental undergraduate students: A cross-sectional study from a Malaysian dental faculty. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:1011-1022. [PMID: 36626271 DOI: 10.1111/eje.12893] [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: 04/12/2022] [Revised: 11/20/2022] [Accepted: 12/23/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Professionalism and academic integrity are important components of dental education as they influence not just the present-day learning process, but also the practice of dentistry in future. This study evaluated self-reported professional lapses, academic dishonesty behaviours among peers and recommended sanctions for such lapses. MATERIALS AND METHODS Dundee Polyprofessionalism Inventory I: Academic Integrity questionnaire was administered to BDS students of a private dental institution in Malaysia. Differences in the level of recommended sanctions were assessed by Mann-Whitney U and Kruskal-Wallis test. RESULTS There was unanimous agreement that all 34 statements of lapses of academic integrity as unacceptable. The highest agreement (95.6%) was related to threatening or abusing university employees or students and involvement in paedophilic activities, whereas the lowest agreement was observed for getting or giving help for coursework against rules (47.3%). The most frequent behaviours observed among peers were lack of class punctuality (55.1%) and providing and receiving proxy attendance services (49.3%). About 36% admitted to not being punctual themselves, 26.8% for accepting or providing help for course work and 22.9% for receiving and providing proxy attendance. Female students displayed stricter recommended sanctions, with the most significant difference relating to joking disrespectfully about body parts (p < .001). More lenient recommended sanctions were observed among Year 1 students compared with other years, with the most significant difference (p < .001) observed for exchanging information about the exam, forging a signature, plagiarising and cut-pasting materials without acknowledgement. CONCLUSION The majority of academic lapses were well comprehended. Significant differences were observed in sanctions imposed in terms of gender and year of study.
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Affiliation(s)
| | | | - Wan Maria Nabillah Ghani
- Oral Cancer Research & Coordinating Centre (OCRCC), Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
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Dyer TA, Chapple B. 'The dental nurse played a vital role in helping to manage the patient': a thematic analysis of undergraduate dental students' reflective journals from outreach placements. Br Dent J 2023; 234:527-533. [PMID: 37059783 DOI: 10.1038/s41415-023-5688-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 01/12/2023] [Accepted: 01/19/2023] [Indexed: 04/16/2023]
Abstract
Introduction Community-based dental education, or 'outreach', forms a key part of dental courses in some high-income countries. Its educational benefits are well-established and once graduated, participants feel better prepared for their early career. Yet, it is less clear what students actually learn while on placements.Materials and method Qualitative document and thematic analysis of a convenience sample of anonymised dental student reflective journals (n = 51).Results The reflective journals described varied and broadly positive learning experiences. Analysis identified a number of themes of learning. Most related to the process and outcomes of care, but two key themes - dental anxiety and teamworking - were interrelated with both. Within teamworking, dental nurses appeared important in students' learning. Three process interrelated themes of learning were identified in the data. These were: tailoring your approach; communication and time; and evidence-based dentistry and minimising risk. Two broad interrelated themes relating to outcomes for patients and students were also identified: trust and confidence; and professionalism and personal development.Conclusion This research identified important and potentially transformative learning from outreach placements. This included how dental anxiety impacts patients and the dental team, the importance of teamworking, and the role of dental nurses in students' experiential learning.
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Affiliation(s)
- Thomas A Dyer
- Senior Clinical Teacher, School of Clinical Dentistry, University of Sheffield, 19 Claremont Crescent, Sheffield, S10 2TA, UK.
| | - Briana Chapple
- Academic Development Adviser, Academic Development Team, The Elevate Hub, University of Sheffield, 210 Portobello, Sheffield, S1 4AE, UK
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Pandarathodiyil AK, Mani SA, Ghani WMN, Ramanathan A, Talib R, Zamzuri AT. Preparedness of recent dental graduates and final-year undergraduate dental students for practice amidst the COVID-19 pandemic. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:78-86. [PMID: 35100466 DOI: 10.1111/eje.12779] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 12/04/2021] [Accepted: 01/15/2022] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Dental education involves performing clinical procedures on patients under expert supervision. The COVID-19 pandemic has disrupted routine face-to-face teaching-learning-assessment dynamics world over. This study assessed the self-perceived preparedness of dental undergraduate students for practice, whose clinical training was interrupted by the COVID-19 pandemic from dental schools across Malaysia. MATERIALS AND METHODS This cross-sectional web-based questionnaire survey was done among new dental graduates of the academic year 2019-2020 and the final year undergraduate students (academic year 2020-2021) from dental schools in Malaysia, using the Dental Undergraduates Preparedness Assessment Scale (DU-PAS), from 6th to 26th April 2021. The questionnaire addressed clinical skill competence, and cognitive and behavioral attributes. The number of respondents needed to achieve a confidence level of 95% with margin of error of 5% was 306. RESULTS A total of 453 (243 final year students and 210 new graduates) responded from dental schools nationwide, with a response rate of 30.6%. The overall mean score for preparedness for dental practice was 76.3±14.7, for clinical skills 39.7±7.3, and behavioral and cognitive attributes 36.5±9.1. New graduates had significantly higher mean preparedness score (78.6±14.4) as compared to students in their final year (74.2±14.7). Performing endodontic treatment on multi-rooted teeth had the lowest perceived competency (29.8%), followed by assessing treatment needs of patients requiring orthodontics (37.1%), prescribing drugs (46.6%) and providing crowns using principles of tooth preservation (48.1%). CONCLUSIONS Satisfactory scores were obtained for most attributes. The final-year cohort was significantly less prepared for dental practice compared to the newly graduated cohort.
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Affiliation(s)
| | - Shani Ann Mani
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Wan Maria Nabillah Ghani
- Oral Cancer Research & Coordinating Centre (OCRCC), Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Anand Ramanathan
- Department of Oral & Maxillofacial Clinical Sciences, Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Rozaidah Talib
- Faculty of Dentistry, SEGi University, Petaling Jaya, Malaysia
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Reynolds L, Sohal G, Barry S. Confidence-level of foundation dentists in the North West of England in the placement of preformed metal crowns using the Hall technique. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:158-166. [PMID: 35147276 DOI: 10.1111/eje.12788] [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: 10/05/2021] [Revised: 12/23/2021] [Accepted: 01/15/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The Hall technique is a biological caries management approach commonly used within the field of paediatric dentistry. The technique involves the placement of a preformed metal crown (PMC) without local anaesthetic, caries removal or tooth preparation. Despite being widely taught across dental schools in the United Kingdom, evidence from the literature suggests that PMCs are seldom used in general dental practice, even by newly qualified dentists. This study aimed to evaluate the experience and self-reported confidence of Foundation Dentists (FDs) in the North West of England in the placement of preformed metal crowns using the Hall technique. MATERIALS AND METHODS An anonymous questionnaire was distributed to 117 Foundation Dentists in the North West of England. RESULTS Forty-six questionnaires were returned, giving a response rate of 39%. The results revealed that 80.4% of FDs felt "somewhat," "quite" or "extremely" confident with the Hall technique at the point of graduation. This increased to 85.3% upon completion of Dental Foundation Training. CONCLUSION Foundation Dentists' self-reported confidence in the Hall technique was reasonably high both at the point of qualification and upon completing Dental Foundation Training. Nevertheless, many of the Foundation Dentists felt that they would benefit from further postgraduate training on the technique.
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Affiliation(s)
- Laura Reynolds
- Child Dental Health Department, University Dental Hospital of Manchester, Manchester, UK
| | | | - Siobhan Barry
- Child Dental Health Department, University Dental Hospital of Manchester, Manchester, UK
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Burdurlu MÇ, Cabbar F, Dağaşan V, Çukurova ZG, Doğanay Ö, Yalçin Ülker GM, Atalay B, Gönül O, Özçakır Tomruk C. A city-wide survey of dental students' opinions on undergraduate oral surgery teaching. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:351-360. [PMID: 32034986 DOI: 10.1111/eje.12506] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2019] [Revised: 01/15/2020] [Accepted: 02/03/2020] [Indexed: 06/10/2023]
Abstract
PURPOSE This study aimed to carry out a city-wide survey to evaluate undergraduate students' opinions on their oral surgery training by measuring their self-confidence. MATERIALS AND METHODS A cross-sectional survey of 383 3rd year, 412 4th year and 363 5th year undergraduate dental students from six dental schools in Istanbul with a mean age of 22.73 ± 1.55 was conducted towards the end of the academic year. A web link to the questionnaire was sent to the contact person at the participating dental schools. The questionnaires were anonymously evaluated. Descriptive statistics were calculated, and Chi-square tests were performed to examine the data. A P-value of <.05 was considered to be statistically significant. RESULTS In total, 1158 responses were returned, representing 67% of the overall students in the 2018-2019 academic year. The male respondents were significantly more self-confident than females in the general aspects of surgical skills. More than half of the respondents (53%) felt confident in oral surgery knowledge to undertake independent practice. Although 5th year respondents felt more confident in the general aspect of the questionnaire, their ability of differentiation of odontogenic and non-odontogenic pain was lower than their counterparts. The majority (86%) of the participants disagreed that the only knowledge required for oral surgery was that of tooth and jaw anatomy. CONCLUSION This survey revealed perceived confidence in tooth and retained root extraction. The male respondents were found to be more self-confident. There is a need for improvement in surgical skills, recognition of malignancies and differentiation of the origin of the pain.
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Affiliation(s)
- Muammer Çağrı Burdurlu
- Department of Oral & Maxillofacial Surgery, Yeditepe University Dental Faculty, Istanbul, Turkey
| | - Fatih Cabbar
- Department of Oral & Maxillofacial Surgery, Yeditepe University Dental Faculty, Istanbul, Turkey
| | - Volkan Dağaşan
- Department of Oral & Maxillofacial Surgery, Yeditepe University Dental Faculty, Istanbul, Turkey
| | - Zeynep Gülen Çukurova
- Department of Oral & Maxillofacial Surgery, Medipol University Dental Faculty, Istanbul, Turkey
| | - Özge Doğanay
- Department of Oral & Maxillofacial Surgery, Bezmialem Vakif University Dental Faculty, Istanbul, Turkey
| | - Gül Merve Yalçin Ülker
- Department of Oral & Maxillofacial Surgery, Okan University Dental Faculty, Istanbul, Turkey
| | - Berkem Atalay
- Department of Oral & Maxillofacial Surgery, İstanbul University Dental Faculty, Istanbul, Turkey
| | - Onur Gönül
- Department of Oral & Maxillofacial Surgery, Marmara University Dental Faculty, Istanbul, Turkey
| | - Ceyda Özçakır Tomruk
- Department of Oral & Maxillofacial Surgery, Yeditepe University Dental Faculty, Istanbul, Turkey
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Gordon S, Warren AC, Wright WG. Influence of Community-Based Dental Education on Practice Choice: Preliminary Data from East Carolina University. J Dent Educ 2019; 83:1000-1011. [PMID: 31133618 DOI: 10.21815/jde.019.101] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 02/12/2019] [Indexed: 12/30/2022]
Abstract
Maldistribution of the dental workforce contributes to poor access to oral health care. Community-based dental education (CBDE) may help to address this problem by using experiential learning to encourage new dentists to practice in underserved areas. The East Carolina University School of Dental Medicine (East Carolina University SoDM) employs a multifaceted strategy, including CBDE, to increase the number of dentists practicing in underserved areas of North Carolina. The aim of this study was to assess the influence of CBDE and other factors on practice choice among East Carolina University SoDM graduates. This cross-sectional study assessed practice intentions before and after a senior-year CBDE experience. Data were obtained for students in three graduating years from written student reflections and self-reported practice plans solicited at graduation. Of the total 156 students between 2015 and 2017 (52 each year), all students participated in at least one component of this evaluation: all students (100%) completed required student reflections, and 148 (95%) provided pre-graduation practice plans. Data were also obtained on alumni practice characteristics via a survey of recent graduates; 72 alumni (46% response rate) participated in the alumni survey. The assessments found positive attitudes towards the CBDE program before and after participation, although areas for improvement relating to business management and financial viability were reported. The majority of alumni respondents (67%) remained in the state to practice after graduation, with half reporting practicing in rural areas. For most alumni respondents (>75%), debt, salary, benefits, type of patient population, and desire to own/run a business were important factors other than the CBDE program influencing their practice choice. Nearly half of them (45.8%) rated desire to work in a public health setting as an important factor. This study provides preliminary evidence of the effectiveness of this educational model in retaining new dentists within the state to address the critical shortage of dentists in North Carolina.
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Affiliation(s)
- Sharon Gordon
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine.
| | - Abigail C Warren
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine
| | - Wanda G Wright
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine
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Majid O. Assessment of clinical ability in the removal of teeth among undergraduate dental students: a longitudinal comparative study. Br J Oral Maxillofac Surg 2018; 56:870-876. [DOI: 10.1016/j.bjoms.2018.09.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Accepted: 09/28/2018] [Indexed: 11/26/2022]
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Lynch CD, Ash PJ, Chadwick BL. Current Trends in Community-Based Clinical Teaching Programs in U.K. and Ireland Dental Schools. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.5.tb05509.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Peter J. Ash
- Primary Dental Care Teaching Units, St. David's Primary Dental Care Unit; St. David's Hospital; Cardiff United Kingdom
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Heitkamp SJ, Rüttermann S, Gerhardt-Szép S. Work shadowing in dental teaching practices: evaluation results of a collaborative study between university and general dental practices. BMC MEDICAL EDUCATION 2018; 18:99. [PMID: 29739407 PMCID: PMC5941810 DOI: 10.1186/s12909-018-1220-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 04/30/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. METHODS 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = 'very good', to 6 = 'failed'), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). RESULTS The analysis showed a significant overall improvement in the students' self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists' external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist's discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. CONCLUSION Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work shadowing. The students felt their knowledge had increased, viewed the dentists as motivating role models and acknowledged a significant improvement in their specialised, communication and social competencies. Work shadowing in dental teaching practices presents a sensible addition to academic teaching at a university.
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Affiliation(s)
- Stefan J. Heitkamp
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
| | - Stefan Rüttermann
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
| | - Susanne Gerhardt-Szép
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
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Evaluating major curriculum change: the effect on student confidence. Br Dent J 2018; 224:529-534. [PMID: 29576608 DOI: 10.1038/sj.bdj.2018.219] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2017] [Indexed: 11/08/2022]
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Abstract
Objective To undertake a detailed educational evaluation into dental students' experience of the concept of belongingness and their development as 'safe beginners' on an outreach placement at the University of Portsmouth Dental Academy (UPDA).Method The participants were asked two questions: Did you feel belongingness at UPDA?; and When in your year rotation did you feel this? They completed the educational evaluation anonymously in their last week of attendance. The quantitative data was handled with descriptive statistics and the qualitative data was analysed for recurring themes.Results A 95% response rate was achieved. Eighty six percent of respondents strongly agreed to feeling belongingness and 56% felt it after their first two weeks. Four themes were identified: 'Interaction with the preexisting people environment' (1a. Initial welcoming and warmth 1b. Continued interest in me as an individual); 'Developing collegiality' (2a. My group of fellow students 2b. Working with the dental team as a dentist 2c. The team of everyone at UPDA); 'In the clinical environment' (3a. Being a dentist with responsibility and respect 3b. The physical environment 3c. Becoming a reflective independent practitioner); and 'Leadership'.Conclusion Belongingness in dental education should be defined as:- a deeply personal and contextually mediated experience in which a student becomes an essential and respected part of the dental educational environment where all are accepted and equally valued by each other and which allows each individual student to develop autonomy, self-reflection and self-actualisation as a clinician.
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The undergraduate preparation of dentists: Confidence levels of final year dental students at the School of Dentistry in Cardiff. Br Dent J 2018; 221:349-54. [PMID: 27659639 DOI: 10.1038/sj.bdj.2016.686] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/25/2016] [Indexed: 11/08/2022]
Abstract
Objective To investigate the self-reported confidence and preparedness of final year undergraduate students in undertaking a range of clinical procedures.Methods A questionnaire was distributed to final year dental students at Cardiff University, six months prior to graduation. Respondents rated their confidence in undertaking 39 clinical procedures using a 5-point scale (1 = can undertake on own with confidence, 5 = unable to undertake). Students also responded yes/no to experiencing four difficulties and to three statements about general preparedness.Results 71% (N = 51) responded of which 55% (N = 28) were female. Over half reported being 'anxious that the supervisor was not helping enough' (57%) and 'relying heavily on supervisor for help' (53%). Eighty percent 'felt unprepared for the clinical work presented' and gender differences were most notable here (male: 65% N = 33; females: 93% N = 47). Mean confidence scores were calculated for each clinical procedure (1 = lowest; 5 = highest). Confidence was highest in performing 'simple scale' and 'fissure sealant' (mean-score = 5). Lowest scores were reported for 'surgical extractions involving a flap (mean-score = 2.28)', 'simple surgical procedures' (mean-score = 2.58) and the 'design/fit/adjustment of orthodontic appliances' (mean-score = 2.88).Conclusions As expected complex procedures that were least practised scored the lowest in overall mean confidence. Gender differences were noted in self-reported confidence for carrying out treatment unsupervised and feeling unprepared for clinical work.
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Perceived confidence and experience in oral surgery among final year undergraduate students in a UK dental school. Br Dent J 2018; 224:177-182. [DOI: 10.1038/sj.bdj.2018.41] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/12/2017] [Indexed: 11/08/2022]
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How prepared are foundation dentists in England and Wales for independent general dental practice? Br Dent J 2017; 223:359-368. [DOI: 10.1038/sj.bdj.2017.766] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/24/2017] [Indexed: 11/09/2022]
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Radford DR, Hellyer P. Dental students' perceptions of their experience at a residential outreach centre. Br Dent J 2017; 219:171-5. [PMID: 26315181 DOI: 10.1038/sj.bdj.2015.646] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/07/2015] [Indexed: 11/09/2022]
Abstract
INTRODUCTION The Portsmouth Dental Academy delivers an interprofessional education to dental students on outreach placement from King's College London Dental Institute. AIM To establish what the dental students' attitudes to the placement are and how these correlate to the perceptions of the staff who work with them. METHOD Using Delphi consensus procedures, a simple, closed, two-question questionnaire was developed. The questionnaire was completed by the students and then, to triangulate the results, was subsequently applied to staff who teach and assist them on clinic. RESULTS To the question: Why do you think the experience that is commonly termed the 'Portsmouth experience' is so successful 'in the eyes of the students'?, the students ranked first the response: 'Students gain experience in primary dental care clinical practice under the current NHS contract - UDAs and KPIs'. To the second question: What do you think the students most enjoyed about working in Portsmouth?, the students ranked first: 'A sense of independence - being made to make their own decisions'. CONCLUSION The students' major perception of the 'Portsmouth experience' centres around the placement being a realistic preparation for their future practising career. This is combined with a strong sense of belonging when studying and working at the Academy.
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Affiliation(s)
- D R Radford
- Integrated Dental Education and Multi-Professional Care; King's College London Dental Institute and the University Portsmouth Dental Academy
| | - P Hellyer
- University of Portsmouth Dental Academy and King's College London Dental Institute
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Radford DR, Hellyer P. Empowerment in a model of outreach undergraduate dental education. Br Dent J 2017; 222:41-46. [DOI: 10.1038/sj.bdj.2017.35] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/26/2016] [Indexed: 11/09/2022]
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Ramaswamy V, Piskorowski W, Fitzgerald M, Hamerink HA, Stefanac S, Greene R, Lantz MS. Psychometric Evaluation of a 13-Point Measure of Students’ Overall Competence in Community-Based Dental Education Programs. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.10.tb06207.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
| | | | - Mark Fitzgerald
- Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
| | - Howard A. Hamerink
- Biologic and Materialistic Sciences; Prosthodontic Section and Academic Program Manager for Community-Based Dental Education; School of Dentistry; University of Michigan
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Radford DR, Holmes S, Dunne SM, Woolford MJ. Outreach clinical dental education: the Portsmouth experience - a 4-year follow-up study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:148-155. [PMID: 26037502 DOI: 10.1111/eje.12153] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/05/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The Portsmouth Dental Academy (UPDA) was opened in September 2010 and was a development from the highly successful School of Professionals Complementary to Dentistry (2004-2010). The aim of the Academy was to provide integrated team education for all dental professionals in a primary care setting. The dental students are on outreach from King's College London, and the dental care professional students are registered at the University of Portsmouth. OBJECTIVES To evaluate the dental students response to the residential outreach educational experience at the UPDA. METHODS A 49-item questionnaire divided into nine domains that provided both qualitative data and quantitative data were administered at the end of the longitudinal 10-week placement, to four successive cohorts of students in 2010-2014. RESULTS A 95% return rate was achieved. Students valued highly the quality of the clinical teaching. Through their experience, they felt they understood fully the role of the dentist in care planning in primary care and felt well prepared for dental foundation training. This educational success is unpinned with successful maintenance factors including a well-organised induction period and giving the students a sense of belongingness, empowerment and autonomy for their personal development as new graduates. CONCLUSION Within the limitations of the questionnaire study over the 4-year period, the students were very positive about all the aspects of this residential outreach education at the UPDA but particularly valued the immersion in clinical dentistry and the bridging from dental school to their dental foundation training.
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Affiliation(s)
- D R Radford
- Integrated Dental Education and Multi-Professional Care, University Portsmouth Dental Academy, King's College London Dental Institute, London, UK
| | - S Holmes
- University of Portsmouth Dental Academy, Portsmouth, UK
| | - S M Dunne
- King's College London Dental Institute, London, UK
| | - M J Woolford
- King's College London Dental Institute, London, UK
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Joury E. Community-based learning in a challenging context: the development and evaluation of an outreach dental public health programme in Damascus University, Syria. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:39-44. [PMID: 25645370 DOI: 10.1111/eje.12140] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/07/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION This study aimed to describe the development and evaluation of an outreach dental public health (DPH) programme in Damascus University, in terms of developing undergraduates' required knowledge, skills and attitudes (KSA), improving the quality aspects of training and assessment (T&A), and achieving the satisfaction of served children and their social network. METHODS The outreach DPH programme offered opportunities to undergraduates to carry out outreach health-promotion activities, conduct and communicate the results of applied DPH research, and build partnership with students in other higher education sectors. A cross-sectional evaluation collected mixed qualitative and quantitative data, by a means of a short-essay and a self-completed questionnaire, from 400 third-year dental undergraduates, on KSA gained from outreach activities and quality aspects of T&A. The latter were compared with corresponding figures of other traditional dental programmes (TDP). Satisfaction with the outreach activities were collected from 215 children with special needs and 130 parents and school staff, by questionnaires. RESULTS The response rates were 74.8%, 100% and 100% for undergraduates, children and parents/school staff, respectively. The derived categories of students' gained KSA included the following: unique clinical skills, social responsibility, voluntarism, communication, team working, personal growth, reflection on career aspirations and self-satisfaction with the contribution to needy groups. Their satisfaction with quality aspects of T&A was significantly higher than TDP (P < 0.001). Children's and parents/school staff's satisfaction was high. CONCLUSION The outreach DPH programme in Damascus University is a successful example of developing undergraduates' required KSA, improving the quality aspects of T&A, and achieving the satisfaction of served community.
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Affiliation(s)
- E Joury
- Oral Medicine Department, Faculty of Dentistry, Damascus University, Damascus, Syria
- Centre for Oral Growth and Development, Queen Mary University of London, Barts and The London School of Medicine and Dentistry, London, UK
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Hopcraft M, Martin-Kerry JM, Calache H. Dental therapists’ expanded scope of practice in Australia: a 12-month follow-up of an educational bridging program to facilitate the provision of oral health care to patients 26+ years. J Public Health Dent 2015; 75:234-44. [DOI: 10.1111/jphd.12094] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Accepted: 02/06/2015] [Indexed: 11/28/2022]
Affiliation(s)
- Matthew Hopcraft
- Assessments & Examinations; Australian Dental Council Ltd; Melbourne Victoria Australia
| | | | - Hanny Calache
- Oral Health Leadership; Dental Health Services Victoria; Carlton Victoria Australia
- Department of Dentistry and Oral Health; La Trobe University; Melbourne Victoria Australia
- Melbourne Dental School; The University of Melbourne; Parkville Victoria Australia
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Undergraduates' self-reported clinical experience, confidence and perspectives of hospital and outreach paediatric dentistry: a three-year multi-centre evaluation. Br Dent J 2014; 216:251-6. [DOI: 10.1038/sj.bdj.2014.144] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2013] [Indexed: 11/08/2022]
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Lalloo R, Evans JL, Johnson NW. Dental care provision by students on a remote rural clinical placement. Aust N Z J Public Health 2013; 37:47-51. [PMID: 23379805 DOI: 10.1111/1753-6405.12009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND In 2009, the School of Dentistry and Oral Health, Griffith University, commenced a clinical placement in a remote rural and Indigenous community in Australia. This paper analyses the type of treatment services provided from 2009 to 2011 by year, type of patient and age of patient. METHODS All treatment data provided were captured electronically using the Australian Dental Association (ADA) treatment codes. Audited reports were analysed and services categorised into six broad treatment types: consultation, diagnostic, preventive, periodontics, oral surgery and restorative services. RESULTS The bulk of dental care episodes provided over the three-year period were for clinical examinations, restorative and oral surgery services. Preventive and periodontic services generally comprised less than 10% of the care provided. Over time fewer clinical examinations were conducted and restorative dentistry increased in the second and third years of the placement. There were no significant differences in the types of care provided to public and private patients. CONCLUSION Clinical placement of final-year dental students in remote rural settings has helped address a largely unmet dental need in these regions. IMPLICATIONS Dental student clinical placement is effective in providing care to communities in a remote rural setting. Student placements are, however, only able to deliver dental care in few remote rural communities, and therefore will make a negligible impact on the level of untreated dental disease in the short term. It is hoped that the experience will lead to more graduates serving some of their professional lives in remote communities.
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Affiliation(s)
- Ratilal Lalloo
- Rural, Remote & Indigenous Oral Health, School of Dentistry and Oral Health and Population and Social Health Research Programme, Griffith University, Queensland.
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Lynch CD, Ash PJ, Chadwick BL, Herbert RA, Cowpe JG. Developing the continuum of dental education: including dental foundation trainers in the delivery of a community-based clinical teaching programme. Br Dent J 2012; 213:517-21. [DOI: 10.1038/sj.bdj.2012.1039] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/10/2012] [Indexed: 11/09/2022]
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Mathieson KM, Gross-Panico ML, Cottam WW, Woldt JL. Critical Incidents, Successes, and Challenges of Community-Based Dental Education. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2013.77.4.tb05488.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Influence of Community-Based Dental Education on Dental Students’ Preparation and Intent to Treat Underserved Populations. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.5.tb05286.x] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Macluskey M, Durham J, Bell A, Cowpe J, Crean SJ, Dargue A, Dawson L, Freeman C, Jones J, McDouagh A, McHanwell S, Marley J, Myrddin L, Millsopp L, Oliver R, Renton T, Taylor K, Thomson P. A national survey of UK final year students' opinion of undergraduate oral surgery teaching. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:e205-e212. [PMID: 22251348 DOI: 10.1111/j.1600-0579.2011.00717.x] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND A national survey was undertaken to establish a baseline of our final year students' perception of how their undergraduate oral surgery education has equipped them for key areas of general dental practice. MATERIALS AND METHODS Questionnaires were distributed to the 13 UK schools with final year students, towards the end of the academic year in 2009. The questionnaires were completed anonymously and were optically scanned. RESULTS In total, 632 questionnaires were returned, which represents 66% of the students of the graduating year. The majority (83%) of the respondents perceived that the teaching in oral surgery had given them sufficient knowledge to undertake independent practise. Most respondents (99%) felt confident to perform forceps exodontia, but confidence in the various aspects of surgical exodontia was lower. A majority (83%) had experience of an outreach scheme performing forceps exodontia (75%) and surgical exodontia (16%) in this environment. Twenty per cent indicated a desire to undertake a career in oral surgery, 6% in oral and maxillofacial surgery and 35% in another speciality. CONCLUSION This survey suggests that the majority of the students perceive that the oral surgery education has prepared them well for key areas of general practice. It also suggests that there is, however, a need to provide further improvement in the delivery of surgical skills and knowledge.
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Affiliation(s)
- M Macluskey
- Unit of Oral Surgery and Medicine, University of Dundee Dental School, Dundee, UK.
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Evaluation of a community-based clinical teaching programme by current and former student dental therapists and dental hygienists: a pilot investigation. Br Dent J 2011; 210:481-5. [PMID: 21617673 DOI: 10.1038/sj.bdj.2011.384] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/07/2011] [Indexed: 11/09/2022]
Abstract
AIM There has been considerable expansion in the involvement of community-based clinical teaching programmes (sometimes termed 'outreach teaching') in UK and other international dental schools. While there has been much interest in the role of this educational methodology in the professional and educational development of student dentists, there has been little, if no, consideration of this form of teaching in relation to dental care professional (DCP) students. The aim of this pilot investigation was to report the feedback and evaluation of current and former student dental therapists and dental hygienists on their experience on the St David's community-based clinical teaching programme at Cardiff. METHODS In Autumn 2009, a questionnaire was distributed by hand to the current second year student dental therapist and dental hygiene class at Cardiff (n = 18) and by post to the dental therapist and dental hygiene classes of 2004 (n = 16) and 2007 (n = 17). The questionnaire included both 'open' and 'closed' questions. RESULTS Thirty responses were returned (response rate = 59%; 2004 (n = 5, 31%), 2007 (n = 9, 53%), current class (n = 16, 89%)). Seventy percent of respondents (n = 21) reported that they found the community-based clinical teaching programme to be a pleasant working environment and close to subsequent independent practice. Seventy-seven percent (n = 23) reported that their confidence performing nonsurgical periodontal treatment had increased while at the programme. One respondent commented that the programme was '...an invaluable and insightful introduction to what it would be like working in practice. Without being given the experience, it would have been a big shock to the system when I started working in practice...' CONCLUSION This pilot investigation has revealed that current and former dental therapist and dental hygiene students are enthusiastic in their support for the inclusion of community-based clinical teaching programmes in their educational and professional development. Most former and current dental therapist and dental hygiene students noted the positive effects of this form of training on their subsequent clinical careers.
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Calache H, Hopcraft MS. Evaluation of a Pilot Bridging Program to Enable Australian Dental Therapists to Treat Adult Patients. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.9.tb05164.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Hanny Calache
- Education, and Research; Dental Health Services Victoria; La Trobe University Victoria; Australia
| | - Matthew S. Hopcraft
- Melbourne Dental School; University of Melbourne Victoria; Research Project Support; Dental Health Services Victoria; Australia
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Arevalo O, Saman DM, Rohall V. Measuring Clinical Productivity in Community-Based Dental Education Programs. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.9.tb05163.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Oscar Arevalo
- School of Dental Medicine; University of Puerto Rico; at the time of this study; Division of Dental Public Health; College of Dentistry; University of Kentucky
| | - Daniel M. Saman
- doctoral candidate in epidemiology College of Public Health; University of Kentucky
| | - Victoria Rohall
- Community-Based Dental Education Program Coordinator; College of Dentistry; University of Kentucky
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Habibian M, Seirawan H, Mulligan R. Dental Students’ Attitudes Toward Underserved Populations Across Four Years of Dental School. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.8.tb05146.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Mina Habibian
- Herman Ostrow School of Dentistry; University of Southern California
| | - Hazem Seirawan
- Herman Ostrow School of Dentistry; University of Southern California
| | - Roseann Mulligan
- Associate Dean for Community Health Programs and Hospital Affairs; Division of Dental Public Health and Pediatric Dentistry; Herman Ostrow School of Dentistry; University of Southern California
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Lynch CD, Llewelyn J, Ash PJ, Chadwick BL. Preparing dental students for careers as independent dental professionals: clinical audit and community-based clinical teaching. Br Dent J 2011; 210:475-8. [DOI: 10.1038/sj.bdj.2011.383] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2011] [Indexed: 11/09/2022]
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Smith M, Ash P, Gilmour ASM, Austin T, Robinson PG. Outreach training: the special interest group's report. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2011; 15:85-89. [PMID: 21492343 DOI: 10.1111/j.1600-0579.2010.00643.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Following three sessions at ADEE Annual Meetings, the special interest group on outreach training presents a brief report of its proceedings. Outreach, here, is clinical teaching away from the home dental school. After covering the diversity and benefits of programmes, the report considers different models and the relationship between contexts and outcomes. It concludes that: outreach provides access to additional resources; programmes prepare students for the demands of the profession; a programme's design should harmonise with both its context and its objectives; and, the educational benefits warrant the additional organisation involved.
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Affiliation(s)
- M Smith
- Outreach Training Programme, University of Sheffield, School of Clinical Dentistry, Sheffield, UK.
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Eriksen HM, Bergdahl M, Byrkjeflot LI, Crossner CG, Widström E, Tillberg A. Evaluation of a dental outreach teaching programme. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2011; 15:3-7. [PMID: 21226799 DOI: 10.1111/j.1600-0579.2010.00636.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Dental health care is largely based on primary care. It is therefore logical to train students in external dental clinics in addition to university facilities. Consequently, the new dental curriculum at The University of Tromsø in Northern Norway has implemented outreach teaching and training as an extensive part of their curriculum. The overall opinion is that the external training has been very valuable both regarding volume and diversity of treatment experiences and has contributed substantially to the clinical maturity of the students. Educating the tutors is considered to be an essential part of the programme.
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Affiliation(s)
- H M Eriksen
- Institute of Clinical Dentistry, University of Tromsø, Tromsø, Norway.
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Smith M, Lennon MA, Robinson PG. The Sheffield outreach teaching programme. Br Dent J 2010; 209:513-20. [DOI: 10.1038/sj.bdj.2010.1038] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/17/2010] [Indexed: 11/09/2022]
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Affiliation(s)
| | - Margot B. Stein
- School of Dentistry and School of Medicine; University of North Carolina; Chapel Hill
| | - Jeffrey Edwards
- School of Social Work; University of North Carolina; Chapel Hill
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Lynch CD, Ash PJ, Chadwick BL, Hannigan A. Evaluation of a U.K. Community-Based Clinical Teaching/Outreach Program by Former Dental Students Two and Five Years After Graduation. J Dent Educ 2010. [DOI: 10.1002/j.0022-0337.2010.74.10.tb04970.x] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Christopher D. Lynch
- Tissue Engineering, and Reparative Dentistry; School of Dentistry; Cardiff University; Cardiff UK
| | - Peter J. Ash
- St. David's Primary Dental Care Unit; St. David's Hospital; Cardiff UK
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Stewart CJ, Moloney EJ, Kinirons MJ. Clinical Experiences of Undergraduate Dental Students in Pediatric Dentistry at Cork University Dental School and Hospital, Ireland. J Dent Educ 2010. [DOI: 10.1002/j.0022-0337.2010.74.3.tb04878.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | | | - Martin J. Kinirons
- Preventive and Paediatric Dentistry-all at University College; Cork Ireland
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Lynch CD, Ash PJ, Chadwick BL. Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2010; 14:12-16. [PMID: 20070794 DOI: 10.1111/j.1600-0579.2009.00584.x] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
AIM Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period. METHODS Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 (n = 257). RESULTS After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures (n = 191), ready access to helpful/approachable teaching staff (n = 145), and closeness of learning experience to subsequent practice (n = 122). Many students commented on their growing confidence in their own abilities whilst in the unit. CONCLUSION Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers.
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Affiliation(s)
- C D Lynch
- Tissue Engineering & Reparative Dentistry, School of Dentistry, Cardiff University, Cardiff, UK.
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Maguire A, Hind V, Waterhouse PJ, Tabari D, Steen IN, Lloyd J. Developing a primary dental care outreach (PDCO) course--part 2: perceptions of dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:210-217. [PMID: 19824957 DOI: 10.1111/j.1600-0579.2009.00577.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND The perspective of participating students in a primary dental care outreach (PDCO) course, with regard to clinical and educational value, has informed course development and delivery. OBJECTIVES To evaluate students' perception of the PDCO experience including clinical experience gained, teaching and learning and the teaching environment. METHODS Likert Scale-based questionnaires were completed: (A) prior to the start of PDCO teaching, (B1) after one term, (B2) after one year and (C) for entry year 2001 students at completion. Additionally, a cohort of entry year 2000 students with no PDCO experience was surveyed at the end of their 4th year. Factor Analysis with Crohnbach's alpha was used to investigate perception of (i) confidence and skills in treating child patients, (ii) confidence and skills in treating adult patients; (iii) general clinical skills and experience; (iv) team working. Data from entry years 2000-2003 were analysed using ANOVA and independent sample t-tests. RESULTS For entry years 2001 and 2002, perceived confidence and skills in treating child patients and general clinical experience increased, although for entry year 2002 students the levels of perceived general confidence and skills achieved after 1 year were similar to the entry year 2000 cohort who had received no PDCO teaching. There was consistently high satisfaction with teamworking. After 2 years in PDCO, 11 of the 13 overall satisfaction scores were over 70%. CONCLUSION The majority of students perceive PCDO as a valuable component of professional training and development. Further evaluation, including analysis of value for money, would help to inform funding decisions and further curriculum development.
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Affiliation(s)
- A Maguire
- School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK.
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Hind V, Waterhouse PJ, Maguire A, Tabari D, Lloyd J. Developing a primary dental care outreach (PDCO) course--part 1: practical issues and evaluation of clinical activity. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:203-209. [PMID: 19824956 DOI: 10.1111/j.1600-0579.2009.00576.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND The primary dental care outreach (PDCO) course in Newcastle, UK commenced in September 2004 with dental undergraduates attending outreach clinics on a fortnightly rotation over a 2 year continuous placement. OBJECTIVES To evaluate the PDCO with respect to practical issues and clinical activity. METHODS Clinical activity data were collected using data sheets and Access software together with data on patient attendances and Structured Clinical Operative Tests (SCOTs). Comparative clinical data were collected from the same group of students in Child Dental Health (CDH) in the School of Dental Sciences. RESULTS In 2004/2005, 1683 clinical procedures were undertaken in PDCO and 1362 in CDH. Of the treatment undertaken in PDCO, 37.1% was examination and treatment planning, 17.1% basic intracoronal restorations and 13.1% fissure sealing, the activity representative of day to day in general practice. Completion rates for the five piloted SCOTs in cross infection control, writing a prescription, writing a referral letter, taking a valid consent and taking a radiograph ranged from 74% to 97% in 2004/2006. The practical issues and challenges of delivering a new clinical course broadly related to induction of new PDCO staff, support of staff, establishing effective communication, timetabling logistics, delivery of clinical teaching and quality assurance. CONCLUSION Once the practical issues and challenges of setting up a new clinical course have been overcome PDCO has a valuable role to play in preparing undergraduates for their future practising careers.
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Affiliation(s)
- V Hind
- School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
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Holtzman JS, Seirawan H. Impact of Community-Based Oral Health Experiences on Dental Students’ Attitudes Towards Caring for the Underserved. J Dent Educ 2009. [DOI: 10.1002/j.0022-0337.2009.73.3.tb04702.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Jennifer S. Holtzman
- Clinical Dentistry, Division of Health Promotion, Disease Prevention, and Epidemiology; School of Dentistry; University of Southern California
| | - Hazem Seirawan
- Division of Health Promotion, Disease Prevention, and Epidemiology; School of Dentistry; University of Southern California
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Smith M, Lennon MA, Robinson PG. RCT of the effects of block absence for outreach placements on dental students' finals grades. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2009; 13:28-30. [PMID: 19196290 DOI: 10.1111/j.1600-0579.2008.00533.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
UNLABELLED Undergraduate dental curricula are being supplemented with primary care placements requiring periods away from the dental school. These absences may impact negatively on students' other studies. OBJECTIVE To compare the effect of outreach placement and traditional hospital-based training alone on students' final examination scores. Existing primary care placements in northern England about one year from students' qualification. SUBJECTS AND METHODS Analysis of secondary outcomes in a randomised controlled trial with students' final examination marks being compared on qualification. To reduce Type I error only 4 of 24 available scores were considered and multiple testing correction applied. Five-week block outreach placements for 25 of 49 students. Honours awarded and examination scores for children's dentistry, overall clinical work and theory. RESULTS Groups' final exam scores were similar: children's dentistry - outreach 64.9 (SD 2.1), hospital-based 65.0 (3.0); overall clinical work 58.3 (3.4) cf 60.7 (4.8) and theory 54.6 (3.5) cf 56.5 (4.0). The numbers of students awarded honours (outreach 1, hospital 4) showed no significant difference (Fisher's exact text P = 0.19). CONCLUSION Dental outreach training involving several weeks' absence from the school had no negative impact on students' finals scores.
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Affiliation(s)
- M Smith
- Department of Oral Health and Development, School of Clinical Dentistry, University of Sheffield, Claremont Crescent, Sheffield, UK.
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Carreon DC, Davidson PL, Andersen RM. The Evaluation Framework for the Dental Pipeline Program with Literature Review. J Dent Educ 2009. [DOI: 10.1002/j.0022-0337.2009.73.2_suppl.tb04668.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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