Impact of the use of active methodology on the performance of undergraduate radiology students

RATIONALE AND OBJECTIVES

Although PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines.

MATERIALS AND METHODS

An interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes.

RESULTS

A significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated.

CONCLUSIONS

The students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.

Attitudes and satisfaction of dental faculty toward calibration: A cross-sectional study

OBJECTIVE

To evaluate attitudes and satisfaction of faculty members about calibration efforts in the undergraduate dental program at Imam Abdulrahman Bin Faisal University, Saudi Arabia.

METHODS

The cross-sectional study included faculty members (n = 75) who participated in calibration exercises for effective assessments in preclinical and clinical courses. The previously validated questionnaire was utilized. The questionnaire was composed of four sections: demographics, faculty members' attitude, quality of calibration efforts, and faculty satisfaction. The satisfaction score of faculty members was calculated and compared with their demographic data. Descriptive statistics included means, standard deviations, frequencies, and proportions. The data were analyzed using an independent sample t-test and one-way analysis of variance.

RESULTS

The response rate was 92% (n = 69). Note that 97% participants agreed that faculty calibration was an important aspect of dental education and 88.10% were willing to attend calibration exercises even if not required by their institution. Most participants (82.1%) agreed students were more satisfied with their clinical education when faculty members were calibrated. In this study, the perception of 85.1% of the participants was that calibration efforts reduced faculty variations. Most participants (73.10%) were satisfied with the quality of faculty calibration exercises in the college. The mean satisfaction score of the sample was 13.21 ± 3.65, which was significantly higher among faculty members with a doctoral degree (13.88 ± 3.64) than those with a master's degree (12.08 ± 3.46) (p = 0.048). The study showed no significant relationship of gender, age, status, and year of experience with faculty's satisfaction with calibration efforts.

CONCLUSION

Most faculty members recognized the importance of faculty calibration in dental education and were satisfied with the quality of calibration efforts. Satisfaction with calibration efforts was significantly related to the high education of faculty members.

Ergonomics Calibration Training Utilizing Photography for Dental Hygiene Faculty Members

Dental and dental hygiene clinical faculty members often do not provide consistent instruction, especially since most procedures involve clinical judgment. Although instructional variations frequently translate into variations in student performance, the effect of inconsistent instruction is unknown, especially related to ergonomics. The aim of this study was to determine whether photography-assisted calibration training would improve interrater reliability among dental hygiene faculty members in ergonomics evaluation. The photography-assisted ergonomics calibration program incorporated features to improve accessibility and optimize the quality of the training. The study used a two-group repeated measures design with a convenience sample of 11 dental hygiene faculty members (eight full-time and three part-time) during the autumn 2016 term at one U.S. dental school. At weeks one and seven, all participants evaluated imaged postures of five dental students using a modified-dental operator posture assessment instrument. During weeks three and five, training group participants completed calibration training using independent and group review of imaged postures. All pre-training and post-training evaluations were evaluated for interrater reliability. Two-way random effects intraclass coefficient (ICC) values were calculated to measure the effects of the training on interrater reliability. The average measure of ICC of the training group improved from 0.694 with a 95% confidence interval (CI) of 0.001 to 0.965 (F(4,8)=3.465, p>0.05) to 0.766 with a 95% CI of 0.098 to 0.972 (F(4,8)=7.913, p<0.01). The average measure of ICC of the control group improved from 0.821 with a 95% CI of 0.480 to 0.978 (F(4,28)=7.702, p<0.01) to 0.846 with a 95% CI of 0.542 to 0.981 (F(4,28)=8.561, p<0.01). These results showed that the photography-assisted calibration training with the opportunity to reconcile different opinions resulted in improved agreement among these faculty members.

Evaluating the students' perspectives of a clinic mentoring programme

The purpose of this article is to describe and examine the effectiveness of a mentoring program for third and fourth year clinical dental students. This is an educational intervention for the pre-doctoral students at the Schulich School of Dentistry. We have recently instituted this program and have developed a questionnaire to assess the student perspectives using a SWOT analysis of the strengths, weaknesses, opportunities and threats of this intervention by analyzing the quantitative and qualitative responses of the students towards their clinical education and patient management. Our findings, both quantitative and qualitative, indicated that the mentoring program was well received by most students who would like to see the program expanded. The majority of students felt that the mentoring program aligned well with comprehensive care of their patients while enhancing their clinical experience. One of the strongest areas of agreement involved the ability to discuss cases in a non-threatening environment. The SWOT analysis identified key areas for future improvements. We offer steps to successfully implement a similar program based on our findings. It is our hope that our results might be instrumental for other schools wishing to adopt a similar model which supports patient-based comprehensive care.

Learning experiences of oral hygiene students in the clinical environment

OBJECTIVES

To determine how students used daily and term-based clinical assessment tools, students' experience of clinical teaching and clinical assessment.

METHODS

This was a descriptive, cross-sectional study. The study population included final-year Degree in Oral Health (BOH) students (n = 34). Data were collected by means of a self-administered questionnaire using open- and closed-ended questions.

RESULTS

The response rate was 85% (n = 29). Respondents reported that term-based assessment tools were more useful than daily assessment tools in preparing for clinical sessions, in guiding their patient management and as a reflection of their competence. Factors influencing student experiences include authentic learning opportunities such as performing a variety of procedures, patient appreciation and positive reinforcement from supervisors; consistent and appropriate feedback on their performance, feedback in the presence of a patient; supervisor qualities of being patient, respectful, non-threatening and being positive role models; and organizational aspects such as punctuality and availability of supervisors. Inconsistencies were found in student experiences in terms of the quality of feedback received. Assessment experiences include inconsistency between supervisors and not being informed of assessment scores. Regular verbal feedback or being appraised of their assessment scores was reported more frequently for term-based assessment (77%) than for daily assessment (27%).

CONCLUSION

The results of this study suggest that a blueprint defining assessment as a means to drive student learning is inadequate. A more comprehensive approach encompassing all the parameters that impact the learning process may be more useful.