1
|
Lone M, Mohamed MAA, Toulouse A. Assessment of an online tooth morphology course and 3D examination tool during the COVID-19 pandemic. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:645-654. [PMID: 38282280 DOI: 10.1111/eje.12991] [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: 12/08/2022] [Revised: 11/14/2023] [Accepted: 01/12/2024] [Indexed: 01/30/2024]
Abstract
INTRODUCTION The COVID-19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three-dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners. MATERIALS AND METHODS Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D-digitised tooth models. RESULTS The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in-person deliveries of this course. CONCLUSIONS The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID-19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting.
Collapse
Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | | | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| |
Collapse
|
2
|
Oki M, Nakayama M, Tsuchida Y, Kamijo S, Aoki K. Objective evaluation of tooth carving using homologous models. J Dent Educ 2024; 88:314-321. [PMID: 37957835 DOI: 10.1002/jdd.13418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 09/14/2023] [Accepted: 10/29/2023] [Indexed: 11/15/2023]
Abstract
PURPOSE/OBJECTIVES Tooth carvings are evaluated subjectively. However, subjective evaluations are associated with low intra- and inter-evaluator reliability in providing feedback for the fabrication of better tooth carvings. Therefore, this study aimed to analyze the relationship between subjective evaluation and the morphological characteristics of tooth carvings and their morphological characteristics using the feedback method in the low-scoring group. METHODS Between April 2013 and September 2021, 120 maxillary left first molar carvings fabricated by undergraduate students were subjectively evaluated by an experienced instructor using a five-point scale. The tooth carvings were scanned to obtain three-dimensional shape data and divided into two groups, the high- and low-scoring groups, for principal component analysis. Homologous models with dimensions matching those of the average model were created, and principal component analysis was performed to evaluate the morphological characteristics of the tooth. RESULTS Principal component analysis indicated that an objective evaluation was possible using homologous model. On increasing the subjective evaluation, the occlusal inclination angle and the cervical region of the tooth became steeper, and the shape of the occlusal surface resembled a parallelogram. In addition, large morphological differences were observed in the position of the cervical region of the tooth, height of contour, and shape of the occlusal surface in the low-scoring group, whereas no such difference was observed in the high-scoring group. CONCLUSION Objective evaluation of tooth carving was possible using homologous model. The evaluation of tooth morphological characteristics could be effective in providing feedback to undergraduate students.
Collapse
Affiliation(s)
- Meiko Oki
- Department of Basic Oral Health Engineering, Graduate School, Tokyo Medical and Dental University, Tokyo, Japan
| | - Mirai Nakayama
- Department of Digital Dentistry, Graduate School, Tokyo Medical and Dental University, Tokyo, Japan
| | - Yumi Tsuchida
- Department of Digital Dentistry, Graduate School, Tokyo Medical and Dental University, Tokyo, Japan
| | - Shingo Kamijo
- Department of Basic Oral Health Engineering, Graduate School, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kazuhiro Aoki
- Department of Basic Oral Health Engineering, Graduate School, Tokyo Medical and Dental University, Tokyo, Japan
| |
Collapse
|
3
|
Alzer H, Ismail NH, Alsoleihat F. Blended Learning with Video Demonstrations Enhances Dental Students' Achievements in Tooth Carving. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1425-1431. [PMID: 38116478 PMCID: PMC10729676 DOI: 10.2147/amep.s426199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 11/28/2023] [Indexed: 12/21/2023]
Abstract
Background Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors' effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student's comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students' university platform. Years later, we decided to perform this retrospective study. Objective To assess the enhancement in students' tooth carving skills after implementing blended learning with video demonstrations. Methods The student's total grades were used for comparative purposes. The students' total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups' mean, median, mode, Percentile 75, and Percentile 90 were compared. Results Group 2 showed higher grades than group 1, and the differences between the two groups' mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Conclusion Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.
Collapse
Affiliation(s)
- Heba Alzer
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Noor H Ismail
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Firas Alsoleihat
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
- Department of Restorative Dentistry and Basic Medical Sciences, Faculty of Dentistry, University of Petra, Amman, 11196, Jordan
| |
Collapse
|
4
|
Lim EJ, Kim YS, Im JE, Lee JG. Mobile educational tool based on augmented reality technology for tooth carving: results of a prospective cohort study. BMC MEDICAL EDUCATION 2023; 23:462. [PMID: 37344879 PMCID: PMC10286372 DOI: 10.1186/s12909-023-04443-6] [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: 08/22/2022] [Accepted: 06/12/2023] [Indexed: 06/23/2023]
Abstract
BACKGROUND Augmented reality (AR) technology has been shown to be effective in displaying information and presenting three-dimensional objects. Although AR applications are commonly used by learners via mobile devices, plastic models or two-dimensional images are still commonly used in tooth carving practice. Learners practicing tooth carving face a challenge due to the three-dimensional features of teeth as there is a lack of tools available that provide sequential guidance. In this study, we developed an AR-based tooth carving practice tool (AR-TCPT) and compared it to a plastic model to evaluate its potential as a practice tool as well as its user experience. METHODS To model tooth carving, we created a three-dimensional object from sequential steps that included the maxillary canines and maxillary first premolars (16 steps), mandibular first premolars (13 steps), and mandibular first molars (14 steps). Image markers, created using Photoshop software, were assigned to each tooth. An AR-based mobile application was developed using the Unity engine. For tooth carving, 52 participants were randomly assigned to a control group (n = 26; using a plastic tooth model) or an experimental group (n = 26; using the AR-TCPT). User experience was evaluated using a 22-item questionnaire. Data were comparatively analyzed using the nonparametric Mann-Whitney U test via the SPSS program. RESULTS The AR-TCPT detects image markers with the mobile device camera and displays three-dimensional objects for tooth fragmentation. Users can manipulate the device to view each step or examine the shape of a tooth. The results of the user experience survey revealed that the AR-TCPT experimental group scored significantly higher in tooth carving experience compared with the control group that used the plastic model. CONCLUSION Compared with the conventional plastic model, the AR-TCPT provided a better user experience for tooth carving. The tool is highly accessible as it is designed to be used on mobile devices by users. Further studies are required to determine the educational impact of the AR-TCTP on quantitative scoring of carved teeth as well as individual user's carving abilities.
Collapse
Affiliation(s)
- Eun-Jeong Lim
- Department of Dental Hygiene, Graduate School of Namseoul University, Cheonan, Republic of Korea
- Department of Dental Hygiene, Seoyeong University, Gyeonggi, Republic of Korea
| | - Yi-Seul Kim
- Department of Dental Hygiene, Graduate School of Namseoul University, Cheonan, Republic of Korea
| | - Ji-Eun Im
- Department of Dental Hygiene, Graduate School of Namseoul University, Cheonan, Republic of Korea
| | - Jae-Gi Lee
- Department of Dental Hygiene, College of Health and Health care, Namseoul University, Cheonan, Republic of Korea.
| |
Collapse
|
5
|
Karl E, Siddanna GD, Mantesso A. Preclinical assessment of Class IV proximal contacts following different teaching strategies. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:409-415. [PMID: 34520607 DOI: 10.1111/eje.12717] [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: 11/16/2020] [Revised: 03/01/2021] [Accepted: 09/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Class IV composite restorations are one of the biggest challenges in dentistry. Furthermore, replacing adequate proximal contours on Class IV restorations is crucial for the function and aesthetics. The objective of this study is to assess four different teaching strategies used to improve first-year dental students' Class IV restoration proximal contact performance over a period of 4 years. MATERIALS AND METHODS We assessed four cohorts of first-year dental students who were exposed to four different teaching strategies during the first-year preclinical training over two consecutive academic terms. The four different teaching strategies used were: (a) two waxing exercises (control cohort, strategy 1); (b) digital dentistry and four waxing exercises (strategy 2); (c) four waxing exercises (strategy 3); and (d) four waxing exercises and live demonstrations (strategy 4). All cohorts were exposed to the same didactic lecture of Class IV restorations. RESULTS Our results showed that all teaching strategies resulted in better student's performance and content retention compared to the control cohort. However, the teaching strategy that resulted in the best pass/fail ratio was the association of waxing exercises with live demonstrations (strategy 4). DISCUSSION Increasing the number of waxing exercises may improve students' performance either alone or associated with different teaching strategies. However, when associated with live demonstrations, waxing exercises have significantly reduced critical errors. CONCLUSIONS Our study demonstrated for the first time the benefits of the affordable and traditional waxing exercises associated with instructor demonstrations as a teaching strategy for first-year dental students.
Collapse
Affiliation(s)
- Elisabeta Karl
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
| | - Geetha Duddanahalli Siddanna
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
| | - Andrea Mantesso
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
| |
Collapse
|
6
|
Fonseca A, Guimarães VBDS, Rodrigues-Junior SA, Fonseca AAR, de Azevedo RA, Corrêa MB, Lund RG. Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:352-359. [PMID: 33783136 DOI: 10.1002/ase.2078] [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: 05/20/2020] [Revised: 12/29/2020] [Accepted: 03/26/2021] [Indexed: 06/12/2023]
Abstract
This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal-Wallis test, and Mann-Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.
Collapse
Affiliation(s)
- Ademar Fonseca
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Victoria B da S Guimarães
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Sinval A Rodrigues-Junior
- Health Sciences Post-Graduate Program, Regional Community University of Chapecó - Unochapecó, Chapecó, Brazil
| | - Alisson A R Fonseca
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Renato A de Azevedo
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Marcos B Corrêa
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Rafael G Lund
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| |
Collapse
|
7
|
Sukumar S, Dracopoulos SA, Martin FE. Dental education in the time of SARS-CoV-2. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:325-331. [PMID: 33015929 PMCID: PMC7675464 DOI: 10.1111/eje.12608] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Revised: 09/09/2020] [Accepted: 09/24/2020] [Indexed: 05/09/2023]
Abstract
INTRODUCTION The SARS-CoV-2 virus has forced profound change on all aspects of society, with significant impact on dental education. Dental students like all other dental clinical personnel are considered to be at the highest risk amongst healthcare workers due to the nature of treatment, namely, working in the oral cavity (known reservoir for the virus) and the routine use of aerosol-generating procedures. The nature of this pandemic has created several challenges to dental clinical education. The aim of this paper is to discuss these challenges and how educators have sought to overcome them. MATERIALS AND METHODS This paper reviews the evidence base around bio-aerosol and infection control measures specifically in the context of dental education. RESULTS Using current knowledge of bio-aerosol and increasing understanding of the virus, dental educators can implement evidence-based measures to ensure safe teaching within both simulation and clinical environments. DISCUSSION This paper contextualises the current pandemic in a dental education setting by providing a critical appraisal of the challenges posed by SARS-CoV-2 and how these challenges may be managed. CONCLUSION The SARS-CoV-2 pandemic has created unique challenges for dental schools worldwide. Dental educators have sought to identify these challenges and find solutions appropriate to the stage of the pandemic specific to their geographical location.
Collapse
Affiliation(s)
- Smitha Sukumar
- Faculty of Medicine and HealthSydney Dental SchoolUniversity of SydneySydneyNSWAustralia
| | - Susie Athanasia Dracopoulos
- 3M AustraliaScientific Affairs and Education ManagerAustralia/New Zealand Oral Care DivisionPymbleNSWAustralia
| | | |
Collapse
|
8
|
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
|
9
|
Wang H, Xu H, Zhang J, Yu S, Wang M, Qiu J, Zhang M. The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university. BMC MEDICAL EDUCATION 2020; 20:469. [PMID: 33238983 PMCID: PMC7691052 DOI: 10.1186/s12909-020-02390-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 11/19/2020] [Indexed: 05/15/2023]
Abstract
BACKGROUND The tooth morphology course is an important basic dental course. However, it is difficult to fully reflect the three-dimensional (3D) morphological characteristics of tooth structure in two-dimensional pictures in traditional textbooks. The aim of this study was to assess the effect of 3D-printed plastic model teeth in the teaching of tooth morphology. METHODS Twenty-two undergraduate students who matriculated at the School of Stomatology, the Fourth Medical University, in 2014 and 23 who matriculated in 2016 participated in the study. Each student who matriculated in 2016 was given a full set of fourteen standard 3D-printed plastic model teeth for use during the learning process, and an anonymous questionnaire was used to evaluate the usefulness of the 3D-printed plastic model teeth from the perspective of the students. RESULTS There was no significant difference between the two groups in the scores of the theoretical examination or the total score. However, for the score of the sculpted gypsum teeth, the students who used the 3D-printed plastic model teeth in their studies scored significantly higher (P = 0.002). More than 90% of the students thought that the 3D-printed plastic model teeth were of great help or were very helpful for mastering the anatomy of teeth and for carving the gypsum teeth. CONCLUSION Standard 3D-printed plastic teeth can effectively assist students in learning tooth morphology by transforming two-dimensional pictures and descriptions in the textbook into a 3D conformation, effectively promoting students' learning and mastery of tooth morphology and structure. Additionally, the results suggest that 3D-printed plastic model teeth are of great help to the students in mastering and improving their carving skills.
Collapse
Affiliation(s)
- Helin Wang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Haokun Xu
- Department of Medical Education, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Junhua Zhang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Shibin Yu
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Meiqing Wang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Jun Qiu
- Department of Medical Education, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China.
| | - Mian Zhang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China.
| |
Collapse
|
10
|
Lone M, Vagg T, Theocharopoulos A, Cryan JF, Mckenna JP, Downer EJ, Toulouse A. Development and Assessment of a Three-Dimensional Tooth Morphology Quiz for Dental Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:284-299. [PMID: 30378278 DOI: 10.1002/ase.1815] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 05/21/2018] [Accepted: 06/12/2018] [Indexed: 06/08/2023]
Abstract
Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three-dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross-over study was designed to allow comparison of students' results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students' scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
Collapse
Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Tamara Vagg
- Department of Computer Science, University College Cork, Cork, Ireland
| | | | - John F Cryan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Joseph P Mckenna
- Cork University Dental School and Hospital, University College Cork, Cork, Ireland
| | - Eric J Downer
- Discipline of Physiology, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| |
Collapse
|
11
|
de Azevedo RA, Correa MB, Torriani MA, Lund RG. Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement. ANATOMICAL SCIENCES EDUCATION 2018; 11:377-384. [PMID: 29156108 DOI: 10.1002/ase.1752] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2017] [Revised: 07/27/2017] [Accepted: 10/18/2017] [Indexed: 05/08/2023]
Abstract
Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic-theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic-theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three-hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t-test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T-test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t-test. Also, scores obtained during the head and neck course were assessed and compared using t-test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377-384. © 2017 American Association of Anatomists.
Collapse
Affiliation(s)
- Renato A de Azevedo
- Post-Graduate Program in Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Rio Grande do Sul, Brazil
| | - Marcos B Correa
- Post-Graduate Program in Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Rio Grande do Sul, Brazil
| | - Marcos A Torriani
- Department of Surgery and Bucco-Maxilo-Facial Traumatology, School of Dentistry, Federal University of Pelotas, Pelotas, Rio Grande do Sul, Brazil
| | - Rafael G Lund
- Post-Graduate Program in Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Rio Grande do Sul, Brazil
| |
Collapse
|
12
|
Pinelli NR, McLaughlin JE, Khanova J, Eckel SF, Vu MB, Weinberger M, Roth MT. Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6155. [PMID: 29491496 PMCID: PMC5822939 DOI: 10.5688/ajpe6155] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Accepted: 03/17/2017] [Indexed: 06/08/2023]
Abstract
Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework's dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels. This variability was especially apparent within the sub-dimensions of the content and method domains. Conclusion. This study demonstrates that all four cognitive apprenticeship principles are being used in the clinical environments operationalizing the LLPM. These findings suggest that cognitive apprenticeship is an applicable and relevant educational framework when engaging multiple learners in clinical education environments.
Collapse
Affiliation(s)
- Nicole R. Pinelli
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | | | - Julia Khanova
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Stephen F. Eckel
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | - Maihan B. Vu
- UNC Center for Health Promotion and Disease Prevention, Chapel Hill, North Carolina
- CHAI Core, Lineberger Comprehensive Cancer Center, Gillings School of Global Public Health, Chapel Hill, North Carolina
| | - Morris Weinberger
- Gillings School of Global Public Health, Chapel Hill, North Carolina
| | - Mary T. Roth
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| |
Collapse
|
13
|
Lyons K, McLaughlin JE, Khanova J, Roth MT. Cognitive apprenticeship in health sciences education: a qualitative review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:723-739. [PMID: 27544386 DOI: 10.1007/s10459-016-9707-4] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2015] [Accepted: 08/11/2016] [Indexed: 05/23/2023]
Abstract
Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.
Collapse
Affiliation(s)
- Kayley Lyons
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
- UNC School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
| | - Julia Khanova
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Mary T Roth
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| |
Collapse
|
14
|
de Azevedo RDA, da Rosa WLDO, da Silva AF, Correa MB, Torriani MA, Lund RG. Comparative Effectiveness of Dental Anatomy Carving Pedagogy: A Systematic Review. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.8.tb05981.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Renato de A. de Azevedo
- Department of Restorative Dentistry; Faculty of Dentistry; Federal University of Pelotas; RS Pelotas Brazil
| | | | - Adriana F. da Silva
- Department of Restorative Dentistry; Faculty of Dentistry; Federal University of Pelotas; RS Pelotas Brazil
| | - Marcos B. Correa
- Department of Restorative Dentistry; Faculty of Dentistry; Federal University of Pelotas; RS Pelotas Brazil
| | - Marcos A. Torriani
- Department of Surgery and Bucco-Maxilo-Facial Traumatology; Dentistry School of Federal University of Pelotas; Pelotas Rio Grande do Sul Brazil
| | - Rafael G. Lund
- Department of Restorative Dentistry; Faculty of Dentistry; Federal University of Pelotas; RS Pelotas Brazil
| |
Collapse
|