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Choi Y, Lee M, Kim J, Park W. Clinical observation using virtual reality for dental education on surgical tooth extraction: A comparative study. BMC MEDICAL EDUCATION 2024; 24:643. [PMID: 38849825 PMCID: PMC11161967 DOI: 10.1186/s12909-024-05605-w] [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: 01/04/2024] [Accepted: 05/27/2024] [Indexed: 06/09/2024]
Abstract
BACKGROUND Clinical observation conducted during the 3rd and 4th years of dental school is an important part of dental students' clinical education. However, conventional clinical observation is associated with several problems, including the lack of opportunity for all students to assist during surgery. Virtual reality (VR) technologies and devices can be used to demonstrate clinical processes that dental students need to learn through clinical observation. This study aimed to evaluate the effectiveness of teaching dental students the surgical tooth extraction procedure through clinical observation using VR. METHODS We recruited third- and fourth-year dental students and divided them into a VR clinical observation group (VR group) and a conventional clinical observation group (control group). The control group visited an outpatient clinic and observed an oral and maxillofacial specialist perform surgical tooth extraction, whereas the VR group watched a 360° video of surgical tooth extraction using a head-mounted display. After observation, both groups were surveyed regarding their satisfaction with the clinical observation and their understanding of the procedure. RESULTS Understanding of the procedure and satisfaction with the observation were significantly higher in the VR group than in the control group (p = 0.001 and p = 0.047, respectively). Compared with conventional clinical observation, VR clinical observation improved learning motivation and medical thinking and judgment skills; however, interaction between professors and students was lacking. CONCLUSIONS VR clinical observation using 360° videos might be an effective teaching method for students. However, to allow interaction between professors and students during clinical observations, using it along with conventional clinical observation is necessary.
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Affiliation(s)
- Yiseul Choi
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea
| | - Myoungho Lee
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Jaeyeon Kim
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Wonse Park
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea.
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea.
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Leadbeatter D, Tjaya KC, Li P, Ma HS, Phan AJ, Peck C. Professional knowledge acquisition of dental students employed part-time as dental assistants. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:110-117. [PMID: 35108442 PMCID: PMC10078695 DOI: 10.1111/eje.12782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Revised: 12/25/2021] [Accepted: 01/15/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Whilst admission to dental school in many jurisdictions requires applicants to shadow dentists or undertake work experience at a dental practice, little is known about the impacts on professional learning when dental students work part-time as dental assistants whilst concurrently studying dentistry. This paper explores what, how and from whom dental students who work as dental assistants acquire professional knowledges during employment. METHODS This study draws on a qualitative analysis of interviews with sixteen senior dental students who have extra-curricular part-time employment as dental assistants in private dental practices. RESULTS Analysis produced four themes that relate to students learning in the professional environment: students learn about the responsibilities, rhythms and routines of practice, as well as patient communication and interactions. Students embedded in the dental team noticed and related to the dispositions and the work of dentistry. Students learned from all members of the dental team including clinical and non-clinical staff (reception, administration, laboratory and sterilisation). DISCUSSION Students used their experiences in a practice setting to further their professional education. The ability to "read" a situation and formulate an appropriate response requires the integration of complex and actionable professional knowledges. CONCLUSION This research study presents insight into the ways dental students employed as dental assistants are embedded in and learn from the dental team in a critically evaluative manner. Students professionally notice and make sense of complex practice environments whilst undertaking university studies to learn about practice routines, rhythms and responsibilities as well as advancing confidence in relating with patients. This study provides a stimulus for further research about the contribution of workplace experiences to dental education.
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Affiliation(s)
- Delyse Leadbeatter
- Faculty of Medicine and HealthSydney School of DentistryThe University of SydneySydneyAustralia
| | - Karen Cynthia Tjaya
- Faculty of Medicine and HealthSydney School of DentistryThe University of SydneySydneyAustralia
| | - Perline Li
- Faculty of Medicine and HealthSydney School of DentistryThe University of SydneySydneyAustralia
| | - Henry Stephen Ma
- Faculty of Medicine and HealthSydney School of DentistryThe University of SydneySydneyAustralia
| | - Aaron Jay Phan
- Faculty of Medicine and HealthSydney School of DentistryThe University of SydneySydneyAustralia
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Berry M, Rodrigues V, Evans JL, de Souza MIDC, Reher V. Design of a communication skills course in dentistry: Applying active-learning strategies to improve educational outcomes. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:577-585. [PMID: 34882933 DOI: 10.1111/eje.12734] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Accepted: 12/05/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE/OBJECTIVE Effective communication, between patient and dentist, is a core clinical skill that commands dedicated pedagogy similar to that of developing scientific knowledge and psychomotor skills. This study aimed to describe active-learning strategies in a dental communication skills course, which sits within a broader foundation dental course and evaluate students' educational outcomes. METHODS This is a two-phase retrospective, mono-centred study, completed in 2019 at an Australian dental school. Phase I, a case report, describes the Communication Skills for Oral Health (CSOH) course design and its active-learning strategies. Phase II analysed data from the course using Kirkpatrick's evaluation model to objectively measure the impact of the course and provide feedback to education designer. Students' perception (Level 1) was evaluated with an institutional, validated online survey. Descriptive and statistical analysis, included paired tests and Spearman's correlation analyses, used to investigate learning effect (Level 2) and student behaviour change (Level 3). To assess the impact of the CSOH course design (Level 4) the student grades from the course were analysed. RESULTS The CSOH course encompasses three major topics: Essentials of Communication Skills, Professional-Patient Relationship and Managing Difficult Situations. Each topic included didactic content complimented with a variety of active-learning strategies to teach and assess students. Positive outcomes were recorded across all Kirkpatrick levels. CONCLUSIONS This study suggests an efficient communication skills course design, which may assist in the development of communication skills courses in other dental education institutions.
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Affiliation(s)
- Maria Berry
- School of Dentistry, Rio de Janeiro State University, Rio de Janeiro, Brazil
| | - Vandilson Rodrigues
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
| | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
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Perry S, Bridges SM, Burrow MF. A conceptual model for clinical psychomotor skill development in an era of simulated and virtual reality. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:263-276. [PMID: 34047437 DOI: 10.1111/eje.12699] [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: 01/09/2020] [Revised: 01/25/2021] [Accepted: 04/30/2021] [Indexed: 06/12/2023]
Abstract
Psychomotor skill development is central to a beginner practitioner's learning pathway. Curriculum constraints around time, access to facilities and resources in health professions education have prompted the growth in alternative approaches to clinical skill development in both simulation and direct patient care. Among these is the increased incorporation of virtual reality (VR) systems with haptic feedback alongside traditional, solid simulations. Given the rapid growth in the adoption of technological affordances to support skill development, it is cogent to pause and examine whether the underpinning concepts regarding psychomotor skill development that have driven much of the approaches to teach clinical skill acquisition in dentistry remain fit-for-purpose. This conceptual paper proposes a new taxonomy for clinical simulation psychomotor skill development in the era of increasing variety of simulation modalities.
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Affiliation(s)
- Suzanne Perry
- The Scottish Orthodontic Centre, East Kilbride, Scotland
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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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Stormon N, Beckett D, Gardner S, Keshoor S, Smart K, Wallace L, Ford PJ, Satur J, Eley D. Empathetic, persistent and female: A snapshot of oral health therapy students in Australia and New Zealand. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:206-215. [PMID: 33977616 DOI: 10.1111/eje.12689] [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: 10/28/2020] [Revised: 01/07/2021] [Accepted: 04/30/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Dental therapists, hygienists and oral health therapists constitute up to a third of the dental workforce in Australia and New Zealand. Personality is often explored in health professions to provide insights into traits that are conducive to workforce retention and to assist in planning and training. This study aimed to investigate the current demographic and personality characteristics of oral health students in Australia and New Zealand. MATERIALS AND METHODS Students in years one to three of all eight undergraduate Bachelor of Oral Health programs in Australia and New Zealand were invited to complete an online survey. The survey measured activities prior to entering into oral health, career intentions and included a personality questionnaire, the Temperament and Character Inventory (TCI). RESULTS Three quarters of participants (n = 336; 30% response rate; females = 90%) were single, from an urban area and 20-29 years of age. Oral health students overall portrayed high trait levels of Persistence and Cooperativeness. Cluster analysis of TCI traits identified three groups. Groups of students with high Persistence and Cooperativeness tended to be older, were working in non-dental and dental careers prior to their degree and were interested in working in regional areas after graduation. CONCLUSIONS Students with high levels of persistence and cooperativeness were interested in working in regional areas after graduation, highlighting the importance of industriousness and persistence in overcoming barriers to practicing in regional areas. Further research is warranted to investigate barriers and enablers in recruitment and retention of males in a primarily female dominated profession.
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Affiliation(s)
- Nicole Stormon
- The University of Queensland, School of Dentistry, UQ Oral Health Centre, Brisbane, QLD, Australia
| | - Deanna Beckett
- Department of Oral Sciences, School of Dentistry, The University of Otago, Dunedin, New Zealand
| | - Suzanne Gardner
- Adelaide Dental School, Faculty of Health Sciences, The University of Adelaide, Adelaide, SA, Australia
| | - Smita Keshoor
- Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Karen Smart
- Central Queensland University, School of Health, Medical and Applied Sciences, Rockhampton, QLD, Australia
| | - Linda Wallace
- Faculty of Health and Medicine, School of Health Sciences, The University of Newcastle, Ourimbah, NSW, Australia
| | - Pauline J Ford
- The University of Queensland, School of Dentistry, UQ Oral Health Centre, Brisbane, QLD, Australia
| | - Julie Satur
- Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Vic, Australia
| | - Diann Eley
- Faculty of Medicine, The University of Queensland, Brisbane, QLD, Australia
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BİLİR H, AYGÜZEN C. Live-Video versus Video Demonstration Methods: Dental Students’ Learning Preferences During the COVID-19 Pandemic. DÜZCE ÜNIVERSITESI SAĞLIK BILIMLERI ENSTITÜSÜ DERGISI 2021. [DOI: 10.33631/duzcesbed.828367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Movahedi S, Eliyas S, Fisher N. Early years postgraduate learning and training in prosthodontic dentistry: 2019 and beyond. Br Dent J 2019; 226:801-806. [DOI: 10.1038/s41415-019-0317-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Redford R, Durkan C, Sivarajasingam V, Emanuel C. Student perceptions of exodontia competency assessment in a UK dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:92-100. [PMID: 27917574 DOI: 10.1111/eje.12248] [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] [Accepted: 11/08/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Modern medical and dental training has migrated from assessing only the quantity of procedures performed to a combined assessment of both competency and quantity. This study explores student perceptions of competency assessment in exodontia at a UK dental school. MATERIALS AND METHODS Anonymous questionnaires were distributed to dental students in years three, four and five at the School of Dentistry, Cardiff University (n=149). Responses consisted of dichotomous tick boxes and 5-point Likert scales, with thematic analysis of free-text responses. Discrete variables were analysed using simple descriptive statistics. Recurring themes were identified from the responses. RESULTS A total of 129 questionnaires were returned (response rate 87%). Feedback from students indicated that they felt well prepared to undertake the competency assessment, agreeing that year three is the most appropriate year to assess competency (69%; n=86). In 50% of cases (n=65), the clinical supervisor was not present for the duration of the assessment. The undergraduate student body would like further teaching in the use of elevators (89%; n=114). CONCLUSION The competency assessment was deemed fit for purpose by the undergraduate student body. Further developments in the areas of clinical supervision and teaching on the use of elevators were considered and recommendations made to the School of Dentistry, Cardiff University. The current oral surgery course incorporates some of the recommendations.
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Affiliation(s)
- R Redford
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
| | | | - V Sivarajasingam
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
| | - C Emanuel
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
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Chuenjitwongsa S, Oliver RG, Bullock AD. Competence, competency-based education, and undergraduate dental education: a discussion paper. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:1-8. [PMID: 27246501 DOI: 10.1111/eje.12213] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/03/2016] [Indexed: 06/05/2023]
Abstract
INTRODUCTION The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. METHODS This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. RESULTS AND DISCUSSION Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. CONCLUSION Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research.
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Affiliation(s)
- S Chuenjitwongsa
- Department of Biochemistry, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
| | - R G Oliver
- Postgraduate Medical and Dental Education, Wales Deanery, Cardiff University, Cardiff, UK
| | - A D Bullock
- Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK
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Roy E, Bakr MM, George R. The need for virtual reality simulators in dental education: A review. Saudi Dent J 2017; 29:41-47. [PMID: 28490842 PMCID: PMC5411891 DOI: 10.1016/j.sdentj.2017.02.001] [Citation(s) in RCA: 64] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2015] [Revised: 01/23/2017] [Accepted: 02/01/2017] [Indexed: 11/17/2022] Open
Abstract
Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current pedagogical knowledge.
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Affiliation(s)
| | | | - Roy George
- Corresponding author at: School of Dentistry and Oral Health, Griffith Health Centre (G40), Southport, QLD 4215, Australia.School of Dentistry and Oral HealthGriffith Health Centre (G40)SouthportQLD4215Australia
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Walker J, von Bergmann H. Lessons from a Pilot Project in Cognitive Task Analysis: The Potential Role of Intermediates in Preclinical Teaching in Dental Education. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.3.tb05883.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Judith Walker
- Faculty of Education; The University of British Columbia
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Suebnukarn S, Chaisombat M, Kongpunwijit T, Rhienmora P. Construct Validity and Expert Benchmarking of the Haptic Virtual Reality Dental Simulator. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.10.tb05818.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Faraone KL, Garrett PH, Romberg E. A blended learning approach to teaching pre-clinical complete denture prosthodontics. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e22-e27. [PMID: 23279409 DOI: 10.1111/j.1600-0579.2012.00753.x] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/21/2012] [Indexed: 06/01/2023]
Abstract
PURPOSE The current study tested the hypothesis that a blended learning curriculum would develop competency in both pre-clinical laboratory and didactic learning with less direct supervision than in a traditional curriculum, and be positively accepted by both the students and the faculty. With the ability to efficiently deliver course material electronically came the ability to blend the traditional delivery of course material with an asynchronous approach involving online lecture presentations and online laboratory demonstrations. METHODS The class was divided into two groups with bench space available to accommodate self-paced learning. All audio-visual and written support materials for both didactic and laboratory procedures were provided to the students at the beginning of the semester on a DVD. These materials included online access through the Blackboard Learning System™. RESULTS Students' performance and satisfaction in the course as well as the supporting faculty response to the course were very favourable to the new blended curriculum. CONCLUSIONS Making use of the technologically advanced environment, the blended curriculum fostered student-focused learning to develop the didactic and laboratory skills necessary for competency in a pre-clinical setting.
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Affiliation(s)
- K L Faraone
- Department of Endodontics, Prosthodontics and Operative Dentistry, Dental School University of Maryland, Baltimore, MD, USA.
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Kilistoff AJ, Mackenzie L, D’Eon M, Trinder K. Efficacy of a Step-by-Step Carving Technique for Dental Students. J Dent Educ 2013. [DOI: 10.1002/j.0022-0337.2013.77.1.tb05444.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Fugill M. Tacit knowledge in dental clinical teaching. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:2-5. [PMID: 22251320 DOI: 10.1111/j.1600-0579.2011.00716.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The term 'tacit' is used to describe knowledge that is not necessarily understood in words. We frequently make use of such knowledge without conscious awareness that we are doing so. This article explores two different conceptions of tacit knowledge and considers their implications for the clinical teaching of dentistry. It recognises the communication barrier that clinical dependence on tacit knowledge creates between teacher and student. It identifies the ability to surface tacit clinical knowledge for the student as one of the most significant skills of the clinical teacher. Finally, the article examines the potential for conflict between the evidence-based practice paradigm, with its dependence on codified, explicit knowledge and the notion of clinical practice, which is at least partly experiential and tacit.
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Affiliation(s)
- M Fugill
- School of Dentistry, Cardiff University, Cardiff, UK.
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Macluskey M, Hanson C. The retention of suturing skills in dental undergraduates. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2011; 15:42-46. [PMID: 21226805 DOI: 10.1111/j.1600-0579.2010.00632.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND The ability to place sutures is an essential skill in dentistry. In our institution, the introduction of a video teaching aid and a checklist-based assessment has improved the standardisation of teaching as well as the transparency and objectivity of the assessment of suture skills. The aim of this study was to determine whether this skill once acquired is retained in the short term. MATERIALS AND METHODS The same cohort of 67 fourth-year students performed the same assessment at two different time points 2 months apart. The first was a formative assessment and the second was a summative assessment. Feedback was collected on both occasions. RESULTS On the first sitting of the assessment, 93% of the students were successful compared with 79% on the second occasion. Student feedback was similar on both occasions with 77% and 75% reporting that they thought it was an easy exam. On the first occasion, 27% thought that it was a stressful examination compared with 43% on the second occasion, which may have affected their performance. CONCLUSIONS These findings suggest that regular reinforcement is required to avoid deterioration of suturing skills even in the short term. This might involve exposing the students to surgery earlier in the course and introducing regular formative assessments which the students appear to associate with less stress.
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Affiliation(s)
- M Macluskey
- University of Dundee Dental School, Park place, Dundee, DD1 4HN, UK.
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