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Wassif HS. I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 39094092 DOI: 10.1111/eje.13029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 06/28/2024] [Accepted: 07/14/2024] [Indexed: 08/04/2024]
Abstract
INTRODUCTION Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. AIM To explore how PG dental students perceive the use of optional online journals. MATERIALS AND METHODS Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. RESULTS Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. CONCLUSION The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.
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Affiliation(s)
- Hoda S Wassif
- Faculty of Health and Social Sciences, University of Bedfordshire, Bedford, UK
- Faculty of Research and Knowledge Exchange, Buckinghamshire Health and Social Care Academy, Buckinghamshire, UK
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Liang L, Lin AJ, Ha V, Chutinan S, Ohyama H. Evaluating dental student self-assessment across preclinical anatomy waxing and operative exercises. J Dent Educ 2024; 88:1048-1054. [PMID: 38562110 DOI: 10.1002/jdd.13536] [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: 10/27/2023] [Revised: 02/13/2024] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE/OBJECTIVE A career in healthcare is built on the foundations of continuous self-reflection and self-assessment. Previous studies have solely compared student self-assessment to faculty grades in a single discipline. The objective of this study was to investigate whether associations of a student's self-assessment skills exist across multiple disciplines in the predoctoral setting. METHODS Sixty-five students from two class years at the Harvard School of Dental Medicine completed preclinical competency exams in dental anatomy waxing and operative dentistry. The difference between the student's self-assessment score and average faculty grade for each exercise was calculated as the student‒faculty (S-F) gap, which served as a proxy to determine how students evaluate their work. Regression analysis was performed to assess associations between wax-up and preclinical operative S-F gaps. RESULTS Mean S-F gaps for waxing and preclinical operative procedures were positive (5.7 ± 6.1 and 7.6 ± 6.7, respectively). Additionally, students in the lower quartile tended to overestimate performance to a greater degree than their peers in the upper quartile. Furthermore, the waxing S-F gaps were positively associated with S-F gaps of each operative procedure, particularly with the combined operative exercise S-F gaps, where a statistically significant association was seen (coefficient = 0.28; p = 0.04). CONCLUSION(S) Previously, we identified a negative correlation between students' self-assessment skills (S-F gaps) and their preclinical performance. In this study, we further demonstrated an association of S-F gaps in two fundamental exercises: wax-up and operative dentistry. This underscores the roles of S-F gaps as possible indicators of students' preclinical and clinical performance, and it holds potential to become a widely standardized and applicable calculation that may help evaluate the effectiveness of the dental curricula and optimize student learning.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Amy J Lin
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Blond N, Chaux AG, Hascoët E, Lesclous P, Cloitre A. Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 39083448 DOI: 10.1111/eje.13030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 04/25/2024] [Accepted: 07/18/2024] [Indexed: 08/02/2024]
Abstract
OBJECTIVE To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students. MATERIALS AND METHODS Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). RESULTS For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044). CONCLUSION Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.
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Affiliation(s)
- Nicolas Blond
- Nantes Université, UFR Odontologie, CHU Nantes, PHU4 OTONN, Nantes, France
| | - Anne-Gaëlle Chaux
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Emilie Hascoët
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Philippe Lesclous
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Alexandra Cloitre
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
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Liang L, Nagasawa M, Ha V, Lin AJ, Akiba Y, Akiba N, Yamakami SA, Uoshima K, Ohyama H. Association between gender and self-assessment skills amongst Japanese dental students. J Dent Sci 2024; 19:1533-1539. [PMID: 39035302 PMCID: PMC11259621 DOI: 10.1016/j.jds.2023.12.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 12/27/2023] [Indexed: 07/23/2024] Open
Abstract
Background/purpose Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methods Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students' work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Results Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, -0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (-0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). Conclusion Niigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Amy J. Lin
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Shelyn A. Yamakami
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
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Mara M, Zea A, Culler C, Lituri K, Henshaw M. A service-learning framework to address accreditation standards: Self-Assessment, communication skills, health literacy, and cultural competence. J Dent Educ 2024. [PMID: 38795322 DOI: 10.1002/jdd.13597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 03/29/2024] [Accepted: 05/04/2024] [Indexed: 05/27/2024]
Abstract
OBJECTIVES Pre-doctoral dental programs must provide opportunities for students to become proficient in self-assessment, communication skills, health literacy, and cultural competence, essential for independent unsupervised practice. This study aimed to assess how student learning through a classroom education service-learning program addresses the Commission on Dental Accreditation (CODA) standards 2-11 and 2-17; specifically through the examination of self-assessment, communication skills, health literacy, and cultural competence. METHODS This 2022 retrospective mixed methods cohort study examined unstructured faculty comments on drafted lesson plans and structured evaluations of classroom education service-learning rehearsal sessions. A random sample of faculty comments from three academic years, 2018, 2019, and 2020, were deidentified and analyzed by five researchers for emerging themes using NVivo. Quantitative data from rehearsal presentations were analyzed with descriptive statistics to assess the concordance of self and faculty feedback on specific evaluation criteria. RESULTS Six major themes from faculty lesson plan feedback emerged: knowledge, professionalism, communication, presentation skills, cultural competence, and program logistics. Concordance between faculty feedback and student self-assessment ranged from 83% to 92.4% across all evaluation criteria over the 3 years: spoke clearly and confidently at the right pace, provided accurate dental terminology and facts, used grade-appropriate language, provided clear instructions to follow, appeared enthusiastic throughout the rehearsal presentation, and designed a well thought out lesson plan that will engage children for the entire presentation. CONCLUSION Findings support the classroom education service-learning program as a framework to provide opportunities for student self-assessment and feedback on communication skills, health literacy, and cultural competence aligned with CODA standards 2-11 and 2-17.
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Affiliation(s)
- Matthew Mara
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Ana Zea
- Clinical Associate Professor of General Dentistry, Office of Global and Population Health, Director of Community-based Education, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Corinna Culler
- Clinical Associate Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of School-based Programs, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Kathy Lituri
- Clinical Asssistant Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of Oral Health Promotion, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Michelle Henshaw
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
- Professor of Health Policy and Health Services Research, Associate Dean of Global and Population Health, Boston Univeristy Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
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Mittal P, Jadhav GR, Pawar M, Banerjee S, Wangaskar S, Di Blasio M, Cervino G, Minervini G. Impact of self-assessment on dental student's performance in pre-clinical conservative dentistry course. BMC Oral Health 2024; 24:593. [PMID: 38778282 PMCID: PMC11112931 DOI: 10.1186/s12903-024-04140-w] [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: 11/20/2023] [Accepted: 03/13/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND Self-assessment (SA) is an interactive course that endorses the accomplishment of learning objectives through learners' identification of insufficiencies in their didactic knowledge and pre-clinical skills. This study was planned to determine whether there is any improvement in the faculty assessment (FA) score following the implementation of SA in the Pre-clinical Conservative Dentistry Course. METHODS Fifty-four first-semester dental students were given an introductory lecture followed by a demonstration for Class I Cavity Preparation in typhodont mandibular first molar. At the end of the demonstration, the Scoring Rubric (SR) was explained point-wise in the prepared cavities. During the next session, all students performed Class I cavity preparation and they were given an assessment sheet to enter their scores (SA1). All teeth were evaluated by the Grading Faculties in a blinded manner (FA1). Each participant was explained the difference in their respective SA1 from FA1 and their queries were resolved individually. During the next sessions, Students and Grading Faculties followed the same protocol and scores were recorded as SA2, FA2, SA3 and FA3. RESULTS The mean score of SA1 was significantly higher than that of FA1 (p < 0.001). However, no significant difference was obtained between SA and FA in the second (p = 0.352) and third (p = 0.434) assessments. In contrast with first assessment, mean marks obtained in FA were higher compared to SA in both second and third assessments. There was a statistically significant improvement in mean marks obtained by the students over time (p < 0.001). CONCLUSION SA endorsed student-faculty communication and enhanced student's poise and technical skills in operative pre-clinical dentistry.
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Affiliation(s)
- Priya Mittal
- Department of Conservative Dentistry and Endodontics, Swargiya Dadasaheb Kalmegh Smruti Dental College & Hospital, Nagpur, India
| | | | - Mansing Pawar
- International Collaborations, Krishna Vishwa Vidyapeeth, Karad, Maharashtra, India
| | | | - Sneha Wangaskar
- ICSSR Project, Dept of Community Medicine, AIIMS, Nagpur, India
| | - Marco Di Blasio
- Department of Biomedical Surgical and Dental Sciences, University of Milan, Milan, Italy.
| | - Gabriele Cervino
- School of Dentistry, Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, via Consolare Valeria, 1, Messina, 98125, Italy
| | - Giuseppe Minervini
- Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences (SIMATS), Saveetha University, Chennai, India.
- Multidisciplinary Department of Medical-Surgical and Odontostomatological Specialties, University of Campania "Luigi Vanvitelli", Naples, 80121, Italy.
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Chana P. Assessing competency in exodontia: A UK perspective. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:511-521. [PMID: 37961850 DOI: 10.1111/eje.12976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 10/11/2023] [Accepted: 10/16/2023] [Indexed: 11/15/2023]
Abstract
INTRODUCTION Assessment ensures that undergraduate students and postgraduate trainees are providing optimal patient care. Numerous assessment methods are currently being used within the United Kingdom. Therefore, the purpose of this review was to provide an overview of the methods used to assess competency in exodontia and compare methods against criteria defined for good assessment. MATERIALS AND METHODS A systematic narrative review was carried out. Databases were electronically searched for published studies assessing the competence of undergraduate students and postgraduate trainees in exodontia up to October 2023.The validity, reproducibility, equivalence, feasibility, educational impact, catalytic effect and acceptability of each assessment method was considered. RESULTS In this review, 591 undergraduate students (n = 529) and postgraduate dental trainees (n = 62) had their competence in exodontia assessed. Undergraduate students were assessed on simple exodontia with forceps and elevators, whereas postgraduate trainees were assessed on the surgical removal of mandibular third molars. Only one study took place in a simulated dental environment, the remaining (n = 7) took place in a clinical environment. A range of formative and summative assessment methods were identified including structured clinical objective tests (SCOT), self-assessment, peer assessment and logbooks. Common marking criteria such as global rating and checklist scales were also highlighted. CONCLUSION This review highlights the lack of evidence to support one form of assessment and the lack of consensus on assessment within the United Kingdom. Further research related to this topic, alongside the opinion of trainees and trainers is required to improve assessments. This will maximise learning opportunities for trainees and translate to better patient care.
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Rung AC, Sun J, George R. Dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on preclinical skills. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:471-480. [PMID: 37990439 DOI: 10.1111/eje.12971] [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: 07/01/2022] [Revised: 02/13/2023] [Accepted: 10/13/2023] [Indexed: 11/23/2023]
Abstract
INTRODUCTION Assessing exemplars as a formative activity is thought to promote students' learning. This study aimed to investigate dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on students' preclinical skills. MATERIALS AND METHODS In a non-randomised controlled crossover trial with two intervention arms, 92 undergraduates in their first preclinical course self-enrolled in into the intervention group (A1-INT) or control group (B1-CT). The intervention group assessed photographic images of composite restorations before restoring an ivorine premolar with composite while the control group restored the same tooth without assessing the photographic exemplars. Intervention and control groups were swapped 3 days later in a second iteration (B2-INT, A2-CT). Data were analysed in SPSS® version 27 using nonparametric tests. RESULTS Students who did not complete all activities in the study were excluded. Therefore, 57 out of the 92 student participants were included in the study analysis. No significant differences were observed between intervention and control groups' ability to assess quality of photographic exemplars or restoring a tooth in both iterations. CONCLUSION Students were able to identify the quality of composite restorations in photographic exemplars. It appears that assessing photographic exemplars did not have an immediate impact on students' ability to restore a tooth with composite.
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Affiliation(s)
- Andrea C Rung
- School of Medicine and Dentistry, Griffith University, Southport, Queensland, Australia
| | - Jing Sun
- School of Medicine and Dentistry, Griffith University, Southport, Queensland, Australia
| | - Roy George
- School of Medicine and Dentistry, Griffith University, Southport, Queensland, Australia
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Oh SL, Mishler O, Jones D. Evaluation of student readiness for clinical dental education at the end of preclinical education. J Dent Educ 2024; 88:472-479. [PMID: 38193239 DOI: 10.1002/jdd.13447] [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: 10/15/2023] [Revised: 11/19/2023] [Accepted: 12/03/2023] [Indexed: 01/10/2024]
Abstract
OBJECTIVES This study examined results of a summative objective structured clinical examination (OSCE) at the end of preclinical periodontal education to identify deficient areas for dental students in patient care and to explore factors affecting the probability of passing the OSCE. METHODS The summative OSCE was administered to two consecutive cohorts, Classes A (class of 2024; n1 = 134) and B (class of 2025; n2 = 129). The questions for each station in the OSCEs were available to both classes 1 week before the OSCEs. Descriptive statistics were used to identify deficient areas. The multiple logistic regression model was built to predict the probability of passing the OSCE based on the cohort, gender, and the practical and written examination scores. RESULTS Fifty-one (38%) students in Class A and 66 (51%) students in Class B completed the OSCE by passing all stations. Students undergoing remediation showed deficiencies in demonstrating how to detect tooth mobility, performing periodontal probing, drawing the healthy positive bony architecture and the mucogingival junction, and using a universal and a Gracey 13/14 curette. The probability of passing the OSCE was significantly correlated with Class B (p = 0.035) and the practical examination score (p = 0.03) while not associated with gender (p = 0.53) and the written examination score (p = 0.11). CONCLUSION Students showed deficiencies in assessment skills at the end of preclinical education. The study findings suggest that the implementation of the OSCE at the conclusion of preclinical education would be beneficial since the written examination score might not accurately reflect student readiness for clinical patient care.
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Affiliation(s)
- Se-Lim Oh
- Department of Advanced Oral Sciences and Therapeutics, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Oksana Mishler
- Department of Advanced Oral Sciences and Therapeutics, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Deborah Jones
- Department of Advanced Oral Sciences and Therapeutics, University of Maryland School of Dentistry, Baltimore, Maryland, USA
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Cevallos M, Pardo A, Kakadia R, Jiang T, Chutinan S. Can self-assessment ability predict student performance in a dental anatomy course? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:79-85. [PMID: 37145843 DOI: 10.1111/eje.12916] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 11/28/2022] [Accepted: 04/21/2023] [Indexed: 05/06/2023]
Abstract
INTRODUCTION The development of early self-assessment skills and determining its correlation with academic performance could provide evidence to alter dental curricula. The aim of this retrospective study was to examine the relationships between students' early self-assessment ability in waxing and three different evaluation methods (waxing assessment, written examinations, and tooth identification examination) in a dental anatomy course. MATERIALS AND METHODS The dental anatomy scores during the academic years of 2018-2019 and 2019-2020 from two cohorts of second-year pre-doctoral dental students at the Harvard School of Dental Medicine were analyzed. Regression analyses were completed to assess the relationship between all evaluation methods. RESULTS There was a statistically significant correlation between self-assessment ability and the waxing assessment but no significant correlation between self-assessment ability and the other evaluation methods. CONCLUSION Our results showed that the introduction of self-assessments in dental anatomy waxing was correlated with successful waxing skills. Furthermore, a relevant finding is that students who received higher classifications were also capable of doing better self-assessments. These findings provide evidence that impacts dental curricula.
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Affiliation(s)
| | - Armando Pardo
- Department of Integrated Dentistry, Faculty of Dentistry, Universitat International de Catalunya (UIC), Barcelona, Spain
| | | | - Tien Jiang
- Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Gholami H, Arshad M, Kharazifard MJ, Ghazanfari R. Self-assessment skills of undergraduate dental students in the preclinical course of complete removable prosthodontics at Tehran University of Medical Sciences. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:1-8. [PMID: 37145242 DOI: 10.1111/eje.12909] [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: 10/03/2022] [Revised: 02/21/2023] [Accepted: 04/16/2023] [Indexed: 05/06/2023]
Abstract
INTRODUCTION This study evaluated the self-assessment skills of third-year dental students regarding their performance in complete removable prosthodontics (CRP) preclinical course. METHODS AND MATERIALS This cross-sectional study was conducted on all third-year dental students attending the International Dental College of Tehran University of Medical Sciences. The students were requested to self-assess their performance in primary impression making, custom tray fabrication, border moulding, final impression making, master cast fabrication, record-base fabrication and tooth arrangement in CRP preclinical course. The performance of dental students in each step was scored by themselves and their mentors. Data were analysed by the Mann-Whitney U, Pearson's correlation and t-tests (α = 0.05). RESULTS Totally 25 male (55.6%) and 20 female (44.4%) dental students were evaluated. Significant differences were noted between male and female dental students in self-assessment scores regarding adequate extension of the custom tray (p = .027), the correct position of tray handle (p = .020), visibility of vestibular width and depth on the cast (p = .011), the coincidence of upper and lower midlines (p = .005) and correct orientation of maxillary and mandibular planes in the articulator (p = .036). The mean self-assessment score of female students was significantly higher than that of male students (p = .01). The scores given by the mentors were not significantly different for male and female students (p = .975). The difference between the self-assessment score of students and the mentor score was not significant (p = .067) either in males or in females (p > .05). CONCLUSION Undergraduate dental students favourably self-assessed their performance in all steps of the preclinical course of CRP, comparable with their mentor assessment.
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Affiliation(s)
- Hooriyeh Gholami
- Dental Implant Research Center, Dental Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahnaz Arshad
- Dental Research Center, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Javad Kharazifard
- Department of Epidemiology and Biostatistics, Faculty of Public Health, Dental School, Tehran University of Medical Sciences, Tehran, Iran
| | - Rezvaneh Ghazanfari
- Dental Research Center, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
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Alfakhry G, Mustafa K, Ybrode K, Jazayerli B, Milly H, Alhomsi K, Jamous I. Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241226820. [PMID: 38268727 PMCID: PMC10807336 DOI: 10.1177/23821205241226820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 12/26/2023] [Indexed: 01/26/2024]
Abstract
OBJECTIVES This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings. INTRODUCTION Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process. METHODS This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory. RESULTS A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase. CONCLUSION Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.
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Affiliation(s)
- Ghaith Alfakhry
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Kamal Ybrode
- Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Bashar Jazayerli
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Milly
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khaled Alhomsi
- Department of Biomedical Sciences, Faculty of Pharmacy, Al-Sham Private University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
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Corne P, Joseph D, Hirtz P, Durand JC, Fages M, Vincent M, Balthazard R. Study of the use in autonomy of intraoral scanning systems to optimise dental students' performances in fixed prosthodontics practical learning in second year. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:888-897. [PMID: 36484087 DOI: 10.1111/eje.12879] [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: 11/16/2021] [Revised: 09/15/2022] [Accepted: 10/30/2022] [Indexed: 06/17/2023]
Abstract
AIM The purpose of this study was to evaluate if the use of intraoral scanner analysis could help students to optimise their performance and their self-assessment abilities in prosthetic preparation without the teacher's assistance in the preclinical course. MATERIALS AND METHODS Ninety-five second-year dental students were randomly divided into three groups: Control group (C), CeRec group (CR) and PrepCheck group (PC). Group C only use silicon keys to control the preparation thickness. The students in Group CR analysed their work with Cerec™ software. The Group PC use a pedagogic software (PrepCheck™) which allowed comparison with the "master" preparation. They used control tools preparations for three consecutive training sessions. Then a final assessment session without control tool to evaluate their performance was organised. All preparations were objectively evaluated thanks to stl. analysis software (Geomagic® Control X). Each preparation was compared with the master preparation by defining tolerance ranges. An objective overall score out of 20 was assigned to each preparation according to their degree of correspondence. In addition, a questionnaire was performed to analyse the students' perceptions regarding the use of intraoral camera. RESULTS During the assessment session, no significant difference was revealed between the different groups with respect to the students' performance. The comparative analysis between the self-assessment scores and the objective scores using Geomagic® software showed that digital control tools did not help the student to improve their self-assessment abilities without the teacher's assistance. CONCLUSIONS The intraoral cameras and specific pedagogic software in autonomy could not improve students' performance for teeth preparation and self-assessment abilities in second year. These digital tools facilitate objective feedback on preparation defects, but constructive criticism needs human reflection. The teacher's opinions and advice remain essential to develop their students' performance and self-assessment skills. The use of digital tools must be integrated in dentistry course to develop the interpret of the results and optimise feedback.
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Affiliation(s)
- Pascale Corne
- Department of Prosthodontics, University of Lorraine, Nancy School Dentistry, Nancy Cedex, France
- Jean Lamour Institut, CNRS UMR 7198, University of Lorraine, Nancy Cedex, France
| | - David Joseph
- Department of Periodontics, University of Lorraine, Nancy School Dentistry, Nancy Cedex, France
| | - Pierre Hirtz
- Department of Prosthodontics, University of Lorraine, Nancy School Dentistry, Nancy Cedex, France
| | - Jean-Cédric Durand
- Department of Prosthodontics, University of Montpellier, Montpellier School Dentistry, Montpellier Cedex, France
| | - Michel Fages
- Department of Prosthodontics, University of Montpellier, Montpellier School Dentistry, Montpellier Cedex, France
- Laboratory Bioengineering and Nanosciences UR_UM104, University of Montpellier, Montpellier, France
| | - Marin Vincent
- Department of Conservative Dentistry, University of Lorraine, Nancy School Dentistry, Nancy Cedex, France
| | - Remy Balthazard
- Jean Lamour Institut, CNRS UMR 7198, University of Lorraine, Nancy Cedex, France
- Department of Conservative Dentistry, University of Lorraine, Nancy School Dentistry, Nancy Cedex, France
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Ditoro R, Bernstein J. Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training. J Physician Assist Educ 2023; 34:209-217. [PMID: 37647228 DOI: 10.1097/jpa.0000000000000520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
PURPOSE The purpose of this study was to examine relationships between physician assistant (PA) educators' perspectives on students' self-assessment (SA) accuracy and students' use of SA education practices and types of abilities assessed. METHODS Using correlation analysis and a novel, online survey, PA educators were asked about their perceptions of students' SA accuracy in relation to SA educational activities and assessed abilities. RESULTS A total of 308 educators responded. Most respondents used at least one type of SA activity, with feedback and practice being the most common types and comparative assessment, the least common type. Most respondents indicated that students self-assess noncognitive abilities more than cognitive abilities, with SA of communication skills occurring most. Spearman's correlation coefficient was used for correlation analysis with a significant, small correlation noted between the frequency of activities and educators' overall perceptions of students' SA accuracy (r = 0.15, P = .02) and SA accuracy of cognitive abilities (r = 0.17, P = .02). Educators' perceptions of students' SA accuracy were positively skewed, regardless of student training level (ie, didactic and clinical training phases). A mild predictive relationship exists between overall perception of students' SA accuracy and how frequently educators use SA activities (r = 0.29, P = .05). CONCLUSION Although respondents indicated they used practice and feedback activities, providing instruction on how to self-assess and using comparative evaluations to calibrate SAs will improve accuracy. Further research is needed to understand why educators perceive PA students' SA abilities as more accurate, regardless of training level.
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Affiliation(s)
- Rachel Ditoro
- Rachel Ditoro, EdD, MSPAS, PA-C, is an associate professor, program director, chair, Salus University Physician Assistant Program, Elkins Park, PA
- Joshua Bernstein, PhD, CHES, is an associate professor, Doctor of Education in Health Professions Department, A.T. Still University, College of Health Graduate Studies, Kirksville, MO
| | - Joshua Bernstein
- Rachel Ditoro, EdD, MSPAS, PA-C, is an associate professor, program director, chair, Salus University Physician Assistant Program, Elkins Park, PA
- Joshua Bernstein, PhD, CHES, is an associate professor, Doctor of Education in Health Professions Department, A.T. Still University, College of Health Graduate Studies, Kirksville, MO
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Capehart KL, Harris RL, Britton EE, Fielden MR, Hammond BD, Babb CS, Young NB. Dental school quality assessment: Effect of student calibration on the outcomes of fixed prosthodontic cases. J Dent Educ 2023; 87:1294-1301. [PMID: 37272449 DOI: 10.1002/jdd.13253] [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: 12/08/2022] [Revised: 03/05/2023] [Accepted: 05/10/2023] [Indexed: 06/06/2023]
Abstract
BACKGROUND Quality assurance (QA) of predoctoral dental student laboratory work is an essential part of the learning process that involves evaluating the student's ability, providing constructive feedback, helping develop the students' ability to self-assess, and promoting collegiality and communication among students, faculty, and laboratories. Faculty calibration, while often difficult to coordinate, is also necessary to providing consistent student feedback. AIM The purpose of this study was to evaluate whether periodic calibration exercises with the fourth-year dental students and faculty impacted the number of student cases rejected during Quality Assurance evaluation of fixed prosthodontic cases submitted to The Dental College of Georgia laboratory tracking. CONCLUSION Findings from this study provided evidence that ongoing calibration did result in a reduced number of incoming QA rejections in all periods reviewed except for one in which there was significant turnover among department faculty affecting QA calibration for that time period.
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Affiliation(s)
- Kim L Capehart
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Ronald L Harris
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Eduardo E Britton
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Michelle R Fielden
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Barry D Hammond
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Courtney S Babb
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
| | - Nancy B Young
- Department of General Dentistry, Dental College of Georgia, Augusta University, Augusta, Georgia, USA
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Alfakhry G, Mustafa K, Ybrode K, Jazayerli B, Milly H, Abohajar S, Hassan H, Alhomsi K, Jamous I. Evaluation of a workplace assessment method designed to improve self-assessment in operative dentistry: a quasi-experiment. BMC MEDICAL EDUCATION 2023; 23:491. [PMID: 37400864 DOI: 10.1186/s12909-023-04474-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 06/24/2023] [Indexed: 07/05/2023]
Abstract
BACKGROUND Dental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees' self-assessment of operative procedures. METHODS A Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of self-assessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%. RESULTS Thirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants' self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants' attitudes towards the assessment method were positive. CONCLUSIONS The findings suggest that the self DOPS method was effective in developing participants' ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.
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Affiliation(s)
- Ghaith Alfakhry
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.
- Education Quality and Scientific Research Office, Al-Sham Private University, Baramekeh, City Center, Damascus Governorate, Syria.
- Faculty of Dental Medicine, Damascus University, Damascus, Syria.
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Kamal Ybrode
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Bashar Jazayerli
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Milly
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Salam Abohajar
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
- Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Hassan
- Department of Periodontology, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khaled Alhomsi
- Department of Biomedical Sciences, Al-Sham Private University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
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Goob J, Possert P, Klören M, Erdelt K, Güth JF, Edelhoff D, Liebermann A. First evaluation of an app to optimize and organize the processes and assessments in dental clinical courses. BMC MEDICAL EDUCATION 2022; 22:872. [PMID: 36527078 PMCID: PMC9755800 DOI: 10.1186/s12909-022-03945-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Digital teaching and learning tools, such as computer/mobile apps, are becoming an important factor in modern university education. The objective of our study was to introduce, analyze, and assess an organization and dual assessment app for clinical courses in dental medicine. METHODS This was a survey-based study of dental students from the clinical study phase (4th/5th year; 8th/10th semester) of a department of prosthetic dentistry at a German university hospital about the benefits of a novel web-based and mobile app for organization and dual assessment of dental clinical courses. A total of eight questions were answered in an anonymous online survey. Data were analyzed using the Kolmogorov-Smirnov test, followed by an exploratory data analysis (α < 0.05). RESULTS The app was given an average grade of 2.4, whereby 56.9% of the respondents rated the app with a grade of 2 (2 = good). In all, 94.6% of the study participants had not experienced any technical problems when using the app. Concerning the assessment, teaching doctor assessment (51.5 [IQR: 44.0]) was rated significantly better (p = 0.002) than self-assessment (39.5 [IQR: 32.8]). CONCLUSIONS This investigation evaluated a newly introduced app to optimize dental clinical course workflows and assessment. The organizational feature was rated as good, while the daily self- and teaching doctor assessments were evaluated as less important. The results outline how the use of app technologies can provide an infrastructure for managing organization and daily assessments in dental education.
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Affiliation(s)
- Janosch Goob
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany.
| | - Philipp Possert
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Markus Klören
- Dentist, MCLINIC, Am Schützeneck 8, 81241, Munich, Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Jan-Frederik Güth
- Director and Chair, Department of Prosthetic Dentistry, Center for Dentistry and Oral Health, Goethe-Universität Frankfurt am Main, Theodor-Stern-Kai 7, 60596, Frankfurt am Main, Germany
| | - Daniel Edelhoff
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Anja Liebermann
- Polyclinic of Prosthetic Dentistry, University of Cologne, Faculty of Medicine and University Hospital Cologne, Kerpener Strasse 32, 50931, Cologne, Germany
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Pang M, Zhao X, Lu D, Dong Y, Jiang L, Li J, Ji P. Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study. JMIR Serious Games 2022; 10:e36079. [PMID: 36094803 PMCID: PMC9513693 DOI: 10.2196/36079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2022] [Revised: 05/31/2022] [Accepted: 07/21/2022] [Indexed: 11/19/2022] Open
Abstract
Background With the advancements in the dental health care industry, the demand for dental technicians has increased. Dental technicians should be thoroughly assessed and trained in practical skills and pass professional certification examinations to ensure that they are competent to work closely with dentists. Unfortunately, such training courses and tests are in short supply worldwide. The use of virtual simulation technology can help solve these problems. Objective This study presents a new strategic framework design for a certified dental technician practical examination called as the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT), which is based on the Objective Structured Clinical Examination (OSCE). We present the development and validation of the OMEDT system, a new virtual simulated training system, to meet the demands of the OMEDT framework. The combination of OMEDT and the OMEDT system can solve the complex problems encountered in the certified dental technician practical examination with excellent efficiency, high quality, and low cost. Methods The OMEDT framework design was constructed according to the OSCE guide and the Chinese vocational skill standards for dental technicians. To develop the OMEDT system, we organized a new framework based on the virtual learning network platform, the haptic feedback system, and the real-time dental training and evaluation system. The effectiveness evaluation of the OMEDT system was divided into 2 phases: in the first phase, 36 students were recruited to use the test module to finish the task and their performance data were collected and analyzed; and in the second phase, a questionnaire was administered to 30 students who used the system for their studies and graduation exams. Results The OMEDT and the corresponding skill training virtual simulation OMEDT system were developed, and preliminary user evaluation was performed to assess their effectiveness and usefulness. The OMEDT system was found to improve students’ practical skills by training with the evaluation results. In addition, several key research topics were explored, including the effects of positive feedback of the knowledge of results on the improvement of the students’ skill level and the common sense transformation of educators in the virtual simulation technology environment. Conclusions The development of OMEDT and the OMEDT system has been completed and their effectiveness has been verified.
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Affiliation(s)
- Mengwei Pang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Xiaohan Zhao
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, China
| | - Daiyu Lu
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Yihan Dong
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Lin Jiang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Jie Li
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Ping Ji
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
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Ellakany P, El Tantawi M, Al-Eraky DM, Aly NM, Al-Eraky MM. Self-assessment and peer-assessment of the psychomotor skills in preclinical prosthodontics: A prospective study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35920079 DOI: 10.1111/eje.12846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Students' self-assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self-assessment score (SAS), peer-assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. MATERIALS AND METHODS A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated-measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. RESULTS SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2 = 0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p < .0001). CONCLUSIONS PAS helped develop the skills of dental students during training, while SAS had an impact on their total preclinical score. Different student-centred activities are needed to support students' preclinical training in fixed prosthodontics courses.
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Affiliation(s)
- Passent Ellakany
- Department of Substitutive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Maha El Tantawi
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Doaa M Al-Eraky
- Department of Biomedical Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Nourhan M Aly
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Mohamed M Al-Eraky
- Academic Initiatives Directorate, Vice-Presidency for Academic Affairs, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Davis S, Duane B, Loxley A, Quigley D. The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment. BMC MEDICAL EDUCATION 2022; 22:588. [PMID: 35915499 PMCID: PMC9341118 DOI: 10.1186/s12909-022-03630-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 07/13/2022] [Indexed: 05/23/2023]
Abstract
OBJECTIVES Dental graduates must graduate with high levels of clinical skills. Education in the clinical environment needs to be more than didactic supervision of practice by clinical teachers. Appropriate feedback in this context, is therefore critical to the development of student competence and confidence. This study was conducted to enhance and develop the assessment and feedback processes during clinical sessions in a Dental University Hospital in an effort to contribute to the development of students' self-assessment skills, reflective ability and clinical competence. METHODS A new evidence-based model of feedback was introduced between clinical teachers and dental students. The implementation of this model was evaluated by students through a survey and focus groups. Descriptive and inferential statistics were applied to the quantitative data, while thematic analysis applied to the qualitative data. RESULTS Findings from the survey indicated that students perceived the new model of feedback to be a positive addition to their learning experiences. The majority indicated a preference to continue using it. Quantitative analysis also demonstrated that students placed a high value on the feedback they received through the new model and associated it with improved individual performance. Five themes generated from the qualitative analysis echoed the perception that the model of feedback enhanced learning opportunities, especially when it was focused on individual performance and incorporated peer feedback. Students' preferences in relation to feedback processes were also gleamed from quantitative and qualitative analyses, that is, provision of positive and constructive feedback, both in dialogue and in written formats, delivered during and after each clinical session and addressing their individual competency learning goals for the future. Some challenges to be addressed were also identified (e.g., time constraints, inter-personal issues, and non-conducive environments). CONCLUSIONS Feedback is central to learning and remains a complex and challenging area. By adopting effective and evidence-based feedback practices through the introduction of a feedback model, students can be supported in regulating their own learning in the clinical learning environment.
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Affiliation(s)
- Siobhan Davis
- Dublin Dental University Hospital, Lincoln Place, Dublin 2, Ireland.
| | - Brett Duane
- Dublin Dental University Hospital, Lincoln Place, Dublin 2, Ireland
| | - Andrew Loxley
- School of Education, Trinity College Dublin, Dublin, Ireland
| | - Duana Quigley
- Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland
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Almohaimede AA. Comparison between students' self-evaluation and faculty members' evaluation in a clinical endodontic course at King Saud University. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:569-576. [PMID: 34870874 DOI: 10.1111/eje.12733] [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: 04/09/2021] [Revised: 09/28/2021] [Accepted: 11/12/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The objective of this study was to compare faculty member evaluations with student self-evaluations in a clinical endodontic course in the dental school at King Saud University and to evaluate the reliability of the students' self-assessment scores after using a rubric with well-defined criteria. MATERIALS AND METHODS Evaluated and self-evaluated endodontic cases that were clinically treated by the fourth-year undergraduate dental students at the College of Dentistry, Girls University Campus, at King Saud University over 2 years (2017-2018) were included. Cases included anterior teeth, premolars and molars. The evaluation form was divided into six sections with well-defined criteria to cover all aspects of nonsurgical root canal treatment with a maximum grade of 10 points can be scored for each student per case. The students evaluated themselves for each section and then were evaluated by two faculty members. Student and faculty assessment agreement and the reliability of the students' self-assessment scores were measured. A p ≤ .05 was considered significant. RESULTS A total of 363 cases were included: 26.7% anterior teeth, 38.84% premolars and 34.43% molars. The students evaluated themselves with higher grades compared to the evaluators' grading in all steps and in the overall grading in all teeth types. The students' self-assessment scores showed good and moderate reliability in all steps and in the overall grading. CONCLUSION The students tend to overrate their performance, and their assessments have moderate to good reliability, which reflects the reliability of the rubric used as an accurate measurement tool that helps the evaluator and the student objectively assess their performance.
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Affiliation(s)
- Amal A Almohaimede
- Endodontic division, Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia
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22
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Horriat M, Bailey N, Atout B, Santos PB, Pinheiro FHDSL. American Board of Orthodontics (ABO) Discrepancy Index and peer assessment rating (PAR) index with models versus photographs. J World Fed Orthod 2022; 11:83-89. [PMID: 34998719 DOI: 10.1016/j.ejwf.2021.11.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 11/25/2021] [Accepted: 11/25/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND The objectives of this study were to determine whether rating systems, such as the Peer Assessment Rating (PAR) and the American Board of Orthodontics Objective Grading System (ABO-OGS) can be applied to intraoral photographs. METHODS Models and photographs of 50 cases were graded by 4 raters, and a 20% repeat of randomized cases was completed 2 weeks later. Intraclass correlation coefficients (ICCs) were used to assess inter- and intra-rater agreements, as well as the level of agreement between the ratings on models and photographs. RESULTS The intra- and inter-rater agreements were considered good to excellent. The paired mean difference (model minus photo) for the PAR index and the ABO Discrepancy Index as a total was 2.405 and 1.156, respectively. Overjet was the subdomain that produced the highest differences between photos and models. The ABO- Discrepancy Index method on photographs was more reliable than the PAR index when grading pre-treatment and more-severe malocclusions. CONCLUSIONS Both methods can be used, but the choice depends on the purpose of the evaluation, and on consideration of the weaknesses and strengths of each relating to its use on photographs.
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Affiliation(s)
- Monir Horriat
- Undergraduate Student. Faculty of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Nicole Bailey
- Undergraduate Student. Faculty of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Baha Atout
- Department of Preventive Dental Science, Division of Orthodontics, Faculty of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada
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Inoue N, Aldosari M, Park SE, Ohyama H. The impact of COVID-19 pandemic on student performance and self-evaluation in preclinical operative dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:377-383. [PMID: 34520609 PMCID: PMC8652620 DOI: 10.1111/eje.12713] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 08/17/2021] [Accepted: 09/01/2021] [Indexed: 06/05/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in-person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self-evaluation capabilities. MATERIALS AND METHODS Thirty-eight students were introduced to this restructured course. Their performance in a final multiple-choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self-assessment of these preclinical competency assessments were then compared with the pre-COVID pandemic (P-CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self-assessment scores, student-faculty score gaps (S-F gaps) and absolute S-F gaps seen between the class impacted by the pandemic and the P-CP classes. RESULTS The results demonstrated that students during the COVID-19 pandemic (D-CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S-F gap was smaller in this cohort as compared with the P-CP classes. CONCLUSION Despite the challenges of restructuring the preclinical curricula, D-CP students performed better than their P-CP predecessors in multiple facets of this Operative Dentistry course including self-assessment accuracy.
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Affiliation(s)
- Natalie Inoue
- Harvard School of Dental MedicineBostonMassachusettsUSA
| | - Muath Aldosari
- Department of Periodontics and Community DentistryKing Saud University College of DentistryRiyadhSaudi Arabia
- Department of Oral Health Policy and EpidemiologyHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Sang E. Park
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
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Alfakhry G, Mustafa K, Alagha MA, Milly H, Dashash M, Jamous I. Bridging the gap between self-assessment and faculty assessment of clinical performance in restorative dentistry: A prospective pilot study. Clin Exp Dent Res 2022; 8:883-892. [PMID: 35385226 PMCID: PMC9382034 DOI: 10.1002/cre2.567] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Accepted: 03/16/2022] [Indexed: 11/24/2022] Open
Abstract
Purpose/Objectives The current study was undertaken to investigate whether self‐assessment of clinical skills of undergraduate dental students could be bridged with faculty assessment by deliberate training over an extended period. A secondary aim was to explore students' perception of self‐assessment and its effect on their learning and motivation. Material and Methods A prospective pilot study was conducted at the Department of Restorative Dentistry at Damascus University. Sixteen students participated in the study, ranging in age between 22 and 23 years. A modified Direct Observation of Procedural Skills form with a grading rubric was used to register and guide students' self‐assessment; both were pretested on four students before the study. In total, four clinical encounters were completed by each student. Students were trained on how to conduct proper self‐assessment before and after each clinical encounter. A postcourse questionnaire was used to investigate students' perception of self‐assessment. Results Bias in self‐assessment decreased consistently after each encounter, and the difference in bias between the first (bias = 0.77) and the last encounter (bias = 0.21) was significant with a medium effect size (p = .022, d = 0.64). The percentage of disconfirming performance dimensions decreased from 39.7% to 26.9%. Students' ability to exactly pinpoint strengths improved consistently and significantly. However, their ability to pinpoint areas of improvement was volatile and showed no significant difference. Bland–Altman graph plots showed higher levels of agreement between self‐assessment and faculty assessment. Moreover, students' perception of self‐assessment was very positive overall. Conclusions These findings suggest the possibility that the gap between self‐assessment and faculty assessment could be bridged through deliberate training. Future longitudinal research using a larger sample size is still required to further explore whether self‐assessment can be actively bridged with faculty assessment by deliberate training.
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Affiliation(s)
- Ghaith Alfakhry
- Faculty of Dentistry, Damascus University, Damascus, Syria.,Program of Medical Education, Syrian Virtual University, Damascus, Syria
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Restorative Dentistry, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - M Abdulhadi Alagha
- Department of Orthopedics, Institute of Global Health Innovation, Imperial College London, London, UK
| | - Hussam Milly
- Department of Restorative Dentistry, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - Mayssoon Dashash
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Pedodontics, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Fixed Prosthodontics, Faculty of Dentistry, Damascus University, Damascus, Syria
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25
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Cuevas-Nunez MC, Pulido MT, Harpe S, Stein AB, Lempicki K. Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients. J Dent Educ 2022; 86:853-862. [PMID: 35181888 DOI: 10.1002/jdd.12892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 12/02/2021] [Accepted: 01/04/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVES The objective of this retrospective study was twofold: it aimed to investigate dental students' communication and physical exam self-assessment skills by comparing students' self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students' communication skills. METHODS At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation. Students completed self-assessment before receiving feedback from faculty (n = 19) and SPs (n = 19). The data source included evaluation forms submitted by students, faculty and SPs. The Wilcoxon signed rank test was used to compare the overall scores between groups. Agreement between evaluations items were analyzed with McNemar's test (p < 0.05). RESULTS Overall, there were no statistically significant differences in how students and faculty graded for either communication (p = 0.6724) or physical exam (p = 0.1921) skills. However, both students and faculty provided less favorable marks than SPs for communication skills with a statistically significant difference in the overall grading between both students and SPs (p = 0.0146) and between faculty and SPs (p = 0.0045). CONCLUSIONS While there was disagreement between students and faculty versus SPs, they weren't meaningful differences in scores and the dissimilarities mainly consisted of ratings of explanation skills. We suggest that, when applicable, dental student's self-evaluations may represent an alternative to faculty assessments of communication and physical exam skills. Nonetheless, we recommend that SPs be included in the assessment of communication skills to provide students with comprehensive feedback that more realistically represents the natural patient-provider relationship.
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Affiliation(s)
| | - M Teresa Pulido
- College of Dental Medicine, Midwestern University, Glendale, Arizona, USA
| | - Spencer Harpe
- Pharmacy Practice, Midwestern University, Downers Grove, Illinois, USA
| | - Amy B Stein
- BioClinical Statistics, Research Sponsored Programs, Midwestern University, Glendale, Arizona, USA
| | - Kelly Lempicki
- Simulation Center, Midwestern University, Downers Grove, Illinois, USA
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26
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Ziada HM, Ditmyer MM, Abubakr NH. Reflections of psychomotor skill development in preclinical simulation: A qualitative analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:157-165. [PMID: 33730391 DOI: 10.1111/eje.12684] [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: 08/27/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Reflection on competency helps students become more proficient in performing skills, with the ultimate goal of better retention of knowledge and skill. Competency progression involves a complex interplay of factors, and not having the insight of such multiple perspectives of the same experience, we will not be able to understand students as learners fully and consequently may rely on assumption and may not be able to provide the necessary interventions for growth and progress towards competency. This study aims to investigate students' insight of their own progression during psychomotor skill development. MATERIALS AND METHODS Data were obtained from scanned reflective dialogue log document portfolios from the preclinical fixed dental prosthodontics section, which is part of a comprehensive dental care course during the second year. Data were coded using NVivo software version 12 plus (QSR International Pty Ltd, Vic, Australia), and subsequent thematic analyses identified emerging themes. RESULTS Three themes emerged and these were (a) challenges to overcome, (b) feed-back and self-appraisal, and (c) progress and growth. The qualitative data generated did not reveal considerable variation in the students' reflections, and the three themes seem to interrelate. CONCLUSIONS The main challenge was the concept of the single path of insertion and the perception that it was a source of frustration during this course. Self-appraisal identified time management issues and the transformation from preconceived or learned concepts. As the semester progressed, students reflected progress and growth.
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Affiliation(s)
- Hassan M Ziada
- Department of Clinical Sciences, University of Nevada, Las Vegas, Nevada, USA
| | - Marcia M Ditmyer
- School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
| | - Neamat H Abubakr
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
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Ramlogan S, Raman V. An educational approach for early student self-assessment in clinical periodontology. BMC MEDICAL EDUCATION 2022; 22:33. [PMID: 35016660 PMCID: PMC8753853 DOI: 10.1186/s12909-021-03078-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 12/06/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Self-assessment is a mandated educational requirement for use in dental undergraduate programmes. It is weakly supported for use in early clinical training and studies are criticized for the conceptual and methodology shortfalls. The aim of the study was to compare the alignment of student self-assessment to both staff assessment and written exams in early clinical training using an educational approach. METHODS In 2014-2015, 55 third-year dental students completed three educational sessions comprising of (a) classroom teaching (lecture, video) with post-lesson written exam and (b) clinical activity with student self-assessment, staff assessment and student reflection. An intra-individual analysis approach, staff validation, and student scoring standardization were implemented. Cognitive (clinical competency) and non-cognitive (professionalism) items were separated in the analyses. RESULTS There were medium correlations (Spearman's rho, r) between student self-assessment and staff assessment scores for cognitive items (r, 0.32) and for non-cognitive items (r, 0.44) for all three combined sessions. There were large correlations for individual sessions. Compared to the post-lesson written exam, students showed small correlation (r, 0.22, 0.29) and staff showed medium correlation (r, 0.31, 0.34) for cognitive and non-cognitive items. Students showed improvements in their mean scores for both cognitive (t-test; p > 0.05) and non-cognitive items (t-test; p = 0.000). Mean scores of students were not different statistically from that of staff (p > 0.05). CONCLUSIONS Students may adequately act as self-assessors at the beginning of their clinical work in periodontology. Self-assessment may potentially improve the clinical performance. Self-assessment may be nurtured through clear guidelines, educational training strategies, feedback and reflection leading to better evaluative judgement and lifelong learning.
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Affiliation(s)
- Shaun Ramlogan
- Periodontology, Restorative Unit, School of Dentistry, Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, Eric Williams Medical Sciences Complex, Uriah Butler Highway, Champs Fleurs, West Indies, Trinidad and Tobago.
| | - Vidya Raman
- Periodontology, Restorative Unit, School of Dentistry, Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, Eric Williams Medical Sciences Complex, Uriah Butler Highway, Champs Fleurs, West Indies, Trinidad and Tobago
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Saadé JM, El-Khatib W, Chedid NR, Makzoumé JE, El-Halabi MT, El-Hage F. Effect of self-assessment in a removable prosthodontics preclinical course on skills and competence. J Dent Educ 2021; 86:393-400. [PMID: 34761392 DOI: 10.1002/jdd.12821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 10/11/2021] [Accepted: 10/31/2021] [Indexed: 11/07/2022]
Abstract
PURPOSE Self-assessment is increasingly implemented in medical professions' curricula. In this research, the authors measure the effects of self-assessment within a preclinical removable prosthodontics course among dental students in a private dental school according to the European qualifications framework descriptors. MATERIALS AND METHODS Thirty subjects, all fourth-year dental students, were included in this experiment. Fifteen subjects were included in each of the experimental and control groups during one semester. The experimental group subjects used the study roadmap tool in their preclinical tasks. The control group subjects executed the same preclinical tasks under instructor supervision only. All subjects were filmed, and an autonomy score was given to every subject per session. At the end of the semester, cognitive skills development was compared using the Kember et al. questionnaire while practical skills development was compared using a comparison of grades. Two focus groups were undertaken with experimental group subjects. Qualitative and quantitative data were collected and statistically analyzed (p < 0.005). RESULTS Subjects from the experimental group showed development in critical thinking, practical skills, autonomy, and taking responsibility, thus development in the competence level. CONCLUSION Implementation of self-assessment within preclinical courses may develop skills and competence among dental students, yet more studies are needed.
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Affiliation(s)
- Jean-Michel Saadé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Nada R Chedid
- Department of Paediatric Dentistry, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | - Joseph E Makzoumé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Fadi El-Hage
- Faculty of Education, Saint-Joseph University, Beirut, Lebanon
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Sasnal M, Miller-Kuhlmann R, Merrell SB, Beres S, Kipp L, Lee S, Threlkeld Z, Nassar AK, Gold CA. Feasibility and acceptability of virtually coaching residents on communication skills: a pilot study. BMC MEDICAL EDUCATION 2021; 21:513. [PMID: 34583691 PMCID: PMC8478605 DOI: 10.1186/s12909-021-02936-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 08/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Developing communication skills is a key competency for residents. Coaching, broadly accepted as a training modality in medical education, has been proven a successful tool for teaching communication skills. Little research is available thus far to investigate virtual coaching on communication skills for telemedicine encounters. The purpose of the study was to test the hypothesis that virtually coaching residents on communication skills is feasible and acceptable. We surveyed 21 resident-faculty pairs participating in a "fully virtual" coaching session (patient, coach, and resident were virtual). METHODS We asked 50 neurology resident-faculty coach pairs to complete one "fully virtual" coaching session between May 20 and August 31, 2020. After each session, the resident and coach completed a 15-item survey, including Likert-style scale and open-ended questions, assessing feasibility and acceptability. Descriptive statistics and qualitative content and thematic analyses were performed. RESULTS Forty-two percent (21/50) of all eligible residents completed "fully virtual" coaching sessions. The overall survey response rate was 91 % (38/42). The majority of respondents agreed that the direct observation and debriefing conversation were easy to schedule and occurred without technical difficulties and that debriefing elements (self-reflection, feedback, takeaways) were useful for residents. Ninety-five percent of respondents rated the coach's virtual presence to be not at all disruptive to the resident-patient interaction. Virtual coaching alleviated resident stress associated with observation and was perceived as an opportunity for immediate feedback and a unique approach for resident education that will persist into the future. CONCLUSIONS In this pilot study, residents and faculty coaches found virtual coaching on communication skills feasible and acceptable for telemedicine encounters. Many elements of our intervention may be adoptable by other residency programs. For example, residents may share their communication goals with clinic faculty supervisors and then invite them to directly observe virtual encounters what could facilitate targeted feedback related to the resident's goals. Moreover, virtual coaching on communication skills in both the in-person and telemedicine settings may particularly benefit residents in challenging encounters such as those with cognitively impaired patients or with surrogate decision-makers.
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Affiliation(s)
- Marzena Sasnal
- Stanford-Surgery Policy Improvement Research and Education Center (S-SPIRE), Department of Surgery, Stanford University School of Medicine, 1070 Arastradero Rd, Stanford, CA, 94305, USA
| | - Rebecca Miller-Kuhlmann
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA
| | - Sylvia Bereknyei Merrell
- Stanford-Surgery Policy Improvement Research and Education Center (S-SPIRE), Department of Surgery, Stanford University School of Medicine, 1070 Arastradero Rd, Stanford, CA, 94305, USA
| | - Shannon Beres
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA
| | - Lucas Kipp
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA
| | - Sarah Lee
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA
| | - Zachary Threlkeld
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA
| | - Aussama K Nassar
- Department of Surgery, Stanford University School of Medicine, 300 Pasteur Dr, Stanford, CA, 94305, USA
| | - Carl A Gold
- Department of Neurology & Neurological Sciences, Center for Academic Medicine, 453 Quarry Road, Stanford, CA, 94305, USA.
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Tabassian LJ, Nagasawa M, Ba AK, Akiba N, Akiba Y, Uoshima K, Ohyama H. Comparing dental student preclinical self-assessment in the United States and Japan. J Dent Educ 2021; 86:21-28. [PMID: 34437721 DOI: 10.1002/jdd.12779] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 08/07/2021] [Accepted: 08/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Self-assessment is an essential skill for dental professionals. Understanding global trends in self-assessment can highlight the learning needs of students across a diversity of cultural backgrounds. The aim of this study is to compare the self-assessment ability of dental students in the United States and Japan, where cultural backgrounds may differ. METHODS Students in the United States (n = 176) completed a typodont premolar and anterior Class II and Class III preparation and restoration. Students in Japan (n = 175) completed a typodont premolar crown preparation. Students and faculty then evaluated the student performance using rubrics for each respective procedure. The difference between the student's self-assessment score and the average faculty score (S-F gap) was calculated and the data were analyzed. RESULTS The mean S-F gap was 2.8% in Japan and 7.6% in the United States. This indicates that Japanese students tended to assess themselves closer to their faculty graders than students in the United States. On average, students in both countries scored themselves higher than their faculty graders. Students in the United States more frequently overestimated their performance and students in Japan more frequently underestimated their performance. For students in the lower quartile, the mean S-F gap was 5.1% in Japan and 14.6% in the United States, indicating a large cultural discrepancy in the lower quartile groups. CONCLUSIONS Although different preclinical procedures were compared, our findings demonstrated that Japanese students may score themselves more closely to their faculty assessors than students in the United States. Further investigation with more students completing the same preclinical activity will be needed.
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Affiliation(s)
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Aisha K Ba
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Metz MJ, Immekus JC, Lyle KB, George CE. Effects of active engagement and spaced retrieval practice on knowledge and application of a self-assessment rubric. J Dent Educ 2021; 85:1786-1794. [PMID: 34310725 DOI: 10.1002/jdd.12745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 07/06/2021] [Accepted: 07/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study examined effects of active engagement (ENG) and spaced retrieval practice (SRP) on D1 dental students' self-assessment knowledge acquisition. METHODS D1 dental students (N = 120) were randomly assigned to one of four conditions in a 2 (ENG or no ENG) X 2 (SRP or no SRP) design. Students were tested on their knowledge of a self-assessment grading rubric (on a 30-item multiple-choice exam) and their ability to apply the rubric (on a simulated dentoform assessment). RESULTS There were significant main effects of both ENG and SRP on both outcome measures. Both ENG and SRP increased students' knowledge of, and ability to apply, the self-assessment rubric. Effects of ENG were larger than those of SRP. There was also a significant ENG X SRP interaction on the knowledge measure. The effect of SRP was larger in the no-ENG conditions than the ENG conditions, which may reflect a ceiling effect in the ENG conditions. CONCLUSIONS ENG and SRP have the potential to substantially enhance D1 dental students' learning outcomes. These results should motivate dental educators to reject outdated instructional techniques and thereby unleash students' full learning potential. Additional research is needed with a wider range of dental students and learner topics.
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Affiliation(s)
- Michael J Metz
- Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA
| | - Jason C Immekus
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
| | - Keith B Lyle
- Department of Psychological and Brain Sciences, University of Louisville College of Arts and Sciences, Louisville, Kentucky, USA
| | - Casey E George
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
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Kearney M, Leech M, O'Neill M, Davis S. Evaluation of an eLearning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback. J Med Imaging Radiat Sci 2021; 52:S57-S67. [PMID: 34261615 DOI: 10.1016/j.jmir.2021.03.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 03/19/2021] [Accepted: 03/23/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Clinical placement is an integral part of the Radiation Therapy undergraduate programme. Feedback and formative assessment during clinical placement are regarded as key to developing clinical skills and competencies. Students regularly report dissatisfaction with the feedback process while clinical educators report heavy clinical workloads and a lack of guidance on feedback mechanisms as barriers to providing meaningful student feedback. METHODS An eLearning teaching intervention was developed to support radiation therapists in the provision of student feedback in the clinic. Thematic analysis was used to report attitudes to feedback and feedback practices collected in a pre and a post intervention evaluation. RESULTS 30 radiation therapists completed the module and pre and post intervention evaluations. Prior to taking the module just over half of respondents stated that they offered regular and on-going feedback throughout the student's placement. Positive attitudes to feedback were reported. Following completion of the eLearning tool respondents reported a higher level of confidence in the provision of student feedback and almost 70% said the module had changed how they would approach the feedback process by using feedback models in the future. DISCUSSION Good and timely feedback is essential and allows a student opportunity to improve prior to the end of the placement. It also teaches students how to self-assess and self-reflect - skills that they can use in continuous professional development after they graduate. Radiation therapists appreciate the structure that using a model in the feedback process offers. CONCLUSION This eLearning teaching intervention was received favourably by radiation therapists who are key to creating a culture of feedback in the clinical environment that will facilitate students in becoming competent healthcare professionals.
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Affiliation(s)
- Maeve Kearney
- Applied Radiation Therapy Trinity, Discipline of Radiation Therapy, School of Medicine, Trinity College Dublin, Ireland.
| | - Michelle Leech
- Applied Radiation Therapy Trinity, Discipline of Radiation Therapy, School of Medicine, Trinity College Dublin, Ireland
| | - Mary O'Neill
- School of Medicine, Trinity College, Dublin, Ireland
| | - Siobhan Davis
- School of Dental Science, Dublin Dental University Hospital, Trinity College, Dublin, Ireland
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Krupp MM, Barlow PB, Kyle EJ. Developing a self-assessment tool for dental faculty to map professional growth. J Dent Educ 2021; 85:1596-1605. [PMID: 34184247 DOI: 10.1002/jdd.12727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 05/16/2021] [Accepted: 06/15/2021] [Indexed: 11/09/2022]
Abstract
Although self-assessment is a lifelong skill practiced in predoctoral training, the utility of this mechanism is seldom linked to competencies that encompass the broad range of skill sets and roles of an academic dentist. Literature defining faculty competencies and/or roles in medical and dental education is limited in scope focusing primarily on teaching and research. Identifying the broad spectrum of dental faculty skill sets and connecting them to self-assessment and professional development needs to be explored. Furthermore, a mechanism that can serve as a professional roadmap with identified areas to develop and catapult faculty into a self-reflection growth process is lacking in dental academia. The purpose of this study was to define the broad spectrum of competencies, or skill sets of an academic dentist and develop a faculty self-assessment tool grounded in self-regulation theory to help faculty track and plan professional growth. A mixed-methods approach including a faculty focus group was used to refine and verify the relevance of pre-defined faculty roles and skill sets. A self-assessment instrument was then developed with 31 broad skills and two scales that ascertained faculty interest in developing and development stage for each skill set. The intended utility of the self-assessment tool is to provide an introspective mechanism to obtain specific information about a wide range of faculty professional growth areas beyond teaching and research. The instrument can also be used to facilitate mentoring and may have implications for determining faculty development programming.
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Affiliation(s)
- Michelle M Krupp
- Office for Education, University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA
| | - Patrick B Barlow
- Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, Iowa City, Iowa, USA
| | - Eric J Kyle
- Center for Research, Education, and Teaching Excellence, Nebraska Methodist College, Omaha, Nebraska, USA
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Meisha DE, Al-Dabbagh RA. Self-confidence as a predictor of senior dental student academic success. J Dent Educ 2021; 85:1497-1503. [PMID: 33848010 DOI: 10.1002/jdd.12617] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 03/18/2021] [Accepted: 04/07/2021] [Indexed: 11/12/2022]
Abstract
PURPOSE Noncognitive indicators, such as personality type and self-confidence, have been used as predictors of achievement. Accordingly, we investigated whether self-confidence in clinical skills predicts academic success among predoctoral senior dental students. METHODS Two consecutive cohorts (N = 336) of predoctoral senior dental students were invited to rate their self-confidence in clinical procedures twice: at the beginning and at the end of the academic year. Academic performance in clinical assessments was retrieved from scholastic records. Multiple linear regression models were constructed to predict clinical assessment grades using self-confidence scores as a predictor after controlling for possible confounders. RESULTS Self-confidence scores in clinical procedures were positively correlated with clinical and academic performance. Self-confidence in clinical procedures and grade point averages were consistent predictors of student performance. Additionally, self-confidence had improved at the end of the senior year (p = 0.003). CONCLUSIONS Self-confidence in clinical procedures was a predictor of future clinical success. Therefore, fostering and nurturing the confidence of students and integrating self-confidence assessment into the curricula at relevant timepoints should be a goal in dental education. Moreover, self-assessment of confidence in clinical skills could be used to guide students and graduates in developing their own personal development plan.
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Affiliation(s)
- Dalia E Meisha
- Department of Dental Public Health, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Raghad A Al-Dabbagh
- Department of Oral and Maxillofacial Prosthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Rung A, George R. A systematic literature review of assessment feedback in preclinical dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:135-150. [PMID: 32780499 DOI: 10.1111/eje.12584] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 07/08/2020] [Accepted: 07/27/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Development of evaluative judgement abilities through assessment and feedback strategies is crucial in students' progress to become self-regulated lifelong learners. Dentists' ability to appraise the quality of treatment provided to their patients starts with development of competences in a simulated preclinical training environment. However, the effectiveness of these assessment and feedback strategies is not well understood. MATERIAL AND METHODS This literature review aimed to identify the assessment and feedback interventions and their effect on dental students' appraisal and psychomotor skills during preclinical training. A search of the electronic databases PubMed, Ebscohost (Dentistry and Oral Health), Scopus, Web of Science and EMBASE was conducted of studies published until October 2019. RESULTS Twelve studies met the inclusion criteria. Two studies were randomised controlled trials and ten non-randomised studies. All studies included students' self-assessment and grading criteria as part of their feedback interventions. Feedback utilisation training was reported in 66% of the included studies. Evidence suggests feedback strategies improve psychomotor skills and increase agreement between students' and teachers' awarded grades. However, these improvements vary with the complexity of the task. Only one study shows self-directed learning significantly contributing to students' psychomotor skill improvement. CONCLUSION Although assessment and feedback are regarded as crucial for developing students' evaluative judgement capabilities to become self-regulated lifelong learners, there is limited empirical evidence of the assessment and feedback conditions that enhance students' judgement abilities, performance and self-regulation. Further research is needed to investigate and compare the effect of different assessment and feedback interventions on students' appraisal skills, their impact on learning and self-regulation.
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Affiliation(s)
- Andrea Rung
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
- Griffith Health Centre (G40), Griffith University, Gold Coast, QLD, Australia
| | - Roy George
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
- Griffith Health Centre (G40), Griffith University, Gold Coast, QLD, Australia
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Liu CS, Wang YM, Lin HN. An 8-year retrospective survey of assessment in postgraduate dental training in complicated tooth extraction competency. J Dent Sci 2020; 16:S1991-7902(20)30243-9. [PMID: 33520117 PMCID: PMC7836295 DOI: 10.1016/j.jds.2020.11.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 11/07/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND/PURPOSE Direct observation of procedural skills (DOPS) has been increasingly used in health education in recent years. This study evaluated the effect of education and trainees' perception of assessment on the clinical skills of postgraduate dental trainees in complicated tooth extraction. MATERIALS AND METHODS This study was conducted as a retrospective survey among postgraduate dental trainees learning complicated tooth extraction in Taipei and Linkou Chang Gung Memorial Hospital from 2012 to 2019. Practical skills were assessed using DOPS by trainees and faculty members. Each clinical case included a complicated extraction of a permanent tooth. RESULTS A total of 69 participants (26 men and 43 women, average age = 26.49 years, range = 24-34 years) were included in this study. Within the survey cohort, faculty assessments scored significantly higher than did trainees' self-assessments in each complicated tooth extraction procedure, with no difference between both sexes. The higher-performing trainees tended to underrate their performance much more than did the lower-performing trainees. More than 40% of the trainees evaluated themselves as having "poor capability" in some invasive surgical procedures, even though their actual performance was not lower than that of those who evaluated themselves as having adequate or good capability. CONCLUSION Self-assessment skills should be developed with more practice and experience. We hope that these findings can guide the planning of faculty development programs for clinical instructors, particularly the new cohort of faculty who will succeed the rapidly retiring boomer generation in the next 10 years.
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Affiliation(s)
- Chin-Sheng Liu
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Yuan-Min Wang
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Hsiu-Na Lin
- Departments of Prosthodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
- Graduate Institute of Dental and Craniofacial Science, Chang Gung University, Taoyuan, Taiwan
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Partido BB, Stefanik D, Forsythe A. Association between emotional intelligence and professionalism among dental hygiene students. J Dent Educ 2020; 84:1341-1347. [PMID: 33184866 DOI: 10.1002/jdd.12327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 07/12/2020] [Accepted: 07/13/2020] [Indexed: 11/09/2022]
Abstract
INTRODUCTION Emotional intelligence (EI) includes the ability to evaluate and govern the emotions of oneself and others. Limited evidence exists in determining whether EI is related to professionalism. PURPOSE The purpose of this study was to determine whether relationships exist between EI and professionalism among undergraduate dental hygiene students. METHODS Using a quantitative cross-sectional survey research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of EI; (2) The Patient Management and Professionalism Scale (PMPS) included 10 questions measuring 5 domains of professionalism; and (3) Demographic questions. Descriptive statistics, correlational statistics, and multiple linear regression were used to analyze the data. RESULTS The responses from 49 participants were used, which represented a response rate of 80.3%. Most undergraduate dental hygiene student participants had EI and professionalism scores in the moderate range. Total EI scores were significant predictors of total professionalism scores (P < 0.001) and EI domain scores were found to be significant predictors of professionalism domain scores (P < 0.01). CONCLUSION Since EI was found to be a predictor of professionalism, improving EI levels may bolster the development of professionalism among undergraduate dental hygiene students. Further research should utilize a larger population of dental hygiene students across multiple institutions.
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Affiliation(s)
- Brian B Partido
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Dawne Stefanik
- Division of Restorative and Prosthetic Dentistry, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Ashley Forsythe
- Dental Hygiene Program, The Ohio State University, Columbus, Ohio, USA
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Rethinking Assessment Concepts in Dental Education. Int J Dent 2020; 2020:8672303. [PMID: 33123198 PMCID: PMC7584943 DOI: 10.1155/2020/8672303] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 09/22/2020] [Accepted: 10/04/2020] [Indexed: 01/08/2023] Open
Abstract
Introduction Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student's learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen's kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.
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Khalaf K, El-Kishawi M, Mustafa S, Al Kawas S. Effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical dental skills: a systematic review of randomized controlled clinical trials. BMC MEDICAL EDUCATION 2020; 20:286. [PMID: 32859187 PMCID: PMC7455918 DOI: 10.1186/s12909-020-02211-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods. METHODS A comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool. RESULTS A total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students' performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies. CONCLUSIONS Technology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students' performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review.
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Affiliation(s)
- Khaled Khalaf
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed El-Kishawi
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Shahd Mustafa
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Rajan S, Chen HY, Chen JJ, Chin-You S, Chee S, Chrun R, Byun J, Abuzar M. Final year dental students' self-assessed confidence in general dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:233-242. [PMID: 31845456 DOI: 10.1111/eje.12489] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 10/20/2019] [Accepted: 12/12/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Self-assessment is an important introspective skill that dental professionals will utilise throughout their professional career. Its value lies in its ability to help individuals identify areas of strengths and weakness, and subsequently seek further development of professional skills where needed. The aim of this study was to investigate the correlation between self-assessed confidence and the assessment grade of final year dental students based on the professional attributes and competencies of newly qualified dentists outlined by the Australian Dental Council (ADC). METHODS Ethical approval was obtained prior to distribution of a questionnaire with 45 statements to final year dental students. The survey was created based on the learning outcomes of the ADC guidelines in the domains of "scientific and clinical knowledge" and "patient care." Participants indicated their level of self-assessed confidence by marking "X" on a visual analogue scale (VAS) from zero ("No Confidence") to 10 cm ("Very Confident"). The assessment grade was based on OSCE, viva voce, case report and written paper. RESULTS A total of 58 (71.6%) dental students participated in the survey. The reported self-assessed confidence over two domains were under "patient care": clinical information gathering 8.92 ± 1.07 cm (range =3.94-10.0 cm: n = 58; 100%), clinical diagnosis and management planning 8.26 ± 1.34 cm (range =0.50-9.95 cm: n = 55; 94.8%), clinical treatment and evaluation, 6.07 ± 1.69 cm (range =0-10.00 cm: n = 55; 94.8%), and "scientific and clinical knowledge": 6.98 ± 1.58 cm (range =0-10.00 cm: n = 58; 100.0%). Within these categories, high confidence was reported for routine dental care (caries management and preventive care) whilst lower confidence was reported for the management of oral medicine and pathologies, dental emergencies, trauma, paediatric dentistry and prosthodontics. Correlation between the assessment grade and the overall score of self-assessed confidence is low positive (r = .225) and not statistically significant (n = 46; P = .132, Spearman'sρ). CONCLUSIONS The final year dental students appear to have good overall self-assessed confidence in core areas of general dentistry. However, confidence seems to be over-estimated when compared with summative assessment.
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Affiliation(s)
- Sadna Rajan
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Hong Yang Chen
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Jess Jinxuan Chen
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Samantha Chin-You
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Sandra Chee
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Rina Chrun
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Jasper Byun
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Menaka Abuzar
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Sunell S, Laronde DM, Kanji Z. Dental hygiene graduates' educational preparedness: Self-confidence ratings of the CDHA baccalaureate competencies. Int J Dent Hyg 2020; 18:295-306. [PMID: 32155307 DOI: 10.1111/idh.12434] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 02/20/2020] [Accepted: 03/05/2020] [Indexed: 11/28/2022]
Abstract
PURPOSE In 2015, the Canadian Dental Hygienists Association (CDHA) published the first Canadian Competencies for Baccalaureate Dental Hygiene Programs (CCBDHP). To date, there is little evidence to support that baccalaureate graduates have gained these abilities. The purpose of the study was to investigate the confidence levels of baccalaureate graduates in their ability to demonstrate the CCBDHP. METHODS An online, anonymous study was conducted with the 2013-2016 graduates of the University of British Columbia to rate their confidence level in the 13 competency domains and associated 110 sub-competencies of the CCBDHP based on a 5-point scale ranging from not confident to confident. RESULTS Thirty of the 84 graduates responded to the survey for a 36% response rate. The mostly confident and confident scores were added to determine the number of sub-competencies within each domain in which 75% to 100% of respondents identified such confidence. The competency domains in which graduates expressed the highest confidence included Collaboration (100%), Communication (100%), Clinical Therapy (100%), Disease Prevention (100%), Oral Health Education (90%), Professionalism (90%), Research Use (90%) and Leadership (90%). They expressed the least confidence in the competency domains of Health Promotion (50%), Advocacy (22%) and Policy Use (0%). CONCLUSION These data provided the UBC faculty with important insights into the educational preparedness of baccalaureate graduates. The findings are also relevant for other Canadian programmes and contribute to a larger national dialogue about the CCBDHP and the transition of graduates into practice.
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Affiliation(s)
- Susanne Sunell
- Part-time Faculty, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
| | - Denise M Laronde
- Dental Hygiene Degree Program, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
| | - Zul Kanji
- Dental Hygiene Degree Program, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
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Nayar SK, Musto L, Baruah G, Fernandes R, Bharathan R. Self-Assessment of Surgical Skills: A Systematic Review. JOURNAL OF SURGICAL EDUCATION 2020; 77:348-361. [PMID: 31582350 DOI: 10.1016/j.jsurg.2019.09.016] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2019] [Revised: 09/14/2019] [Accepted: 09/19/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE Self-assessment is fundamental in surgical training to enhance learning in the absence of trainer feedback. The primary objective of this review was to assess the factors that influence accuracy of self-assessment at technical skills across all surgical specialties. The secondary objective was to assess whether there are any innate factors or attributes to predict those that will carry out effective self-assessment. DESIGN A systematic review was carried out in accordance with PRISMA guidelines. A search strategy encompassing MEDLINE, EMBASE, ERIC, WHO, and the Cochrane database was conducted to identify studies investigating self-assessment at any surgical task. Quality was assessed using the Newcastle-Ottawa scale. A summary table was created to describe specialty, participants, task, setting, assessment tool, and correlation coefficient between self and expert assessment. The review protocol was registered in PROSPERO. RESULTS Of 24,638 citations, 40 met inclusion criteria. In total 1753 participants performed 68 procedures. Twenty-six studies investigated skills in general surgery with the remaining 14 in various other surgical specialties. Accuracy of self-assessment is superior in those with greater experience and age, and with use of retrospective video playback. Accuracy tends to be reflected by overestimation of performance. Stressful environments reduce accuracy. There is limited evidence in the literature regarding predicting traits for those who will carry out accurate self-assessment. CONCLUSIONS The ability to perform accurate self-assessment is an important skill in surgical training, with accuracy being influenced by a multitude of factors. The use of self-assessment from retrospective video playback may be of benefit in surgical training curricula to enhance learning of technical skills. Further studies are required to define predictors of good self-assessment, which will strengthen recruitment and mentoring to assist trainee learning.
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Affiliation(s)
- Sandeep K Nayar
- Department of General Surgery, Maidstone and Tunbridge Wells NHS Trust, Maidstone, United Kingdom.
| | - Liam Musto
- Department of General Surgery, Maidstone and Tunbridge Wells NHS Trust, Maidstone, United Kingdom
| | - Gautom Baruah
- Department of General Surgery, Maidstone and Tunbridge Wells NHS Trust, Maidstone, United Kingdom
| | - Roland Fernandes
- Department of General Surgery, Maidstone and Tunbridge Wells NHS Trust, Maidstone, United Kingdom
| | - Rasiah Bharathan
- Department of Gynaecological Oncology, Maidstone and Tunbridge Wells NHS Trust, Maidstone, United Kingdom
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Partido BB. Longitudinal effects of utilising photography on the accuracy of ergonomic self-assessments amongst dental hygiene students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:63-70. [PMID: 31518479 DOI: 10.1111/eje.12468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2018] [Revised: 06/28/2019] [Accepted: 09/09/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE The purpose of this study was to determine the longitudinal effects of feedback involving photography and self-assessment on the accuracy of ergonomic self-assessments and ergonomic scores amongst dental hygiene students. MATERIALS AND METHODS The study involved an experimental design. Data collection took place over 4 months, divided into weeks 1-4 and after 3 months. At weeks 1 through 4 and 3 months, all participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument. At week 1, week 4 and 3 months, all participants were photographed, and in weeks 2 and 3, only participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' photographs were evaluated by three faculty raters. RESULTS A mixed-design ANOVA of Kappa coefficient values between student and rater scores measured the effects of the feedback with photography on the accuracy of student self-assessments. A main effect for group was not found to be significant (F(1,30) = 2.90, P = .101). A mixed-design ANOVA measured the effects of the feedback with photography on the ergonomic scores. No significant main effects were found (F(1,120) = 1.55, P = .216). CONCLUSION Although self-assessment utilising photographs resulted in initial improvements in the accuracy of ergonomic self-assessments and ergonomic scores after 4 weeks, both ergonomic accuracy and scores significantly decreased after 3 months. Improvement in ergonomic accuracy and scores may be sustained by the continual facilitated use of photographs and self-assessment by dental and dental hygiene educators.
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Affiliation(s)
- Brian B Partido
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, OH, USA
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Partido BB, Henderson RP, Kennedy M. Improving the Awareness of Musculoskeletal Disorder Risks Among Dental Educators. J Dent Educ 2020; 84:5-12. [PMID: 31977099 DOI: 10.21815/jde.019.158] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Accepted: 08/11/2019] [Indexed: 11/20/2022]
Abstract
Prolonged and static postures among dental workforce personnel may lead to work-related musculoskeletal disorders (WMSDs). The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental educators' postures and accuracy of ergonomic self-assessment. This study used a randomized control design. The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) was used for all ergonomic evaluations over a four-week period at one U.S. dental school. At week 1, all 30 participating dental educators were photographed and completed an M-DOPAI without viewing the photographs. In weeks 2 and 3, the educators in the control group (N=15) completed an M-DOPAI without any additional photographs. The educators in the training group (N=15) had additional photographs taken and used the photographs to complete an ergonomic self-assessment with the principal investigator. From week 1 to week 4, the ergonomics training utilizing photography resulted in improvements in the dental educators' ergonomic scores but not the accuracy of their ergonomic self-assessments. All participants strongly agreed it was important for both dental students and dentists to understand proper ergonomics, properly apply proper ergonomics, and have accurate ergonomic self-assessment skills in clinical practice. Although these dental educators valued ergonomic principles, they lacked training in applying these principles with dental students. Without additional training in ergonomics and self-assessment, the development of these skills in dental students will be affected.
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Yee S, Richert R, Viguie G, Couraud S, Dehurtevent M, Fages M, Corne P, Ducret M. Evaluation of the use of a guided bur during preclinical teaching of tooth preparation: A pilot study. Clin Exp Dent Res 2019; 5:588-593. [PMID: 31890295 PMCID: PMC6934350 DOI: 10.1002/cre2.184] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Revised: 03/25/2019] [Accepted: 03/26/2019] [Indexed: 11/23/2022] Open
Abstract
Objectives An innovative calibrated bur, aiming to improve precision during reduction of the incisal edge, was recently proposed to guide practitioners during tooth preparation. However, limited information is available concerning its usefulness in dental preclinical education. The aim of this study was to evaluate whether using this innovative guided bur improves learning experience quality and the performance of students during tooth preparation. Material and methods After having provided written consent, 60 second-year students were divided into two groups. One group used a 1-mm rounded bur to perform depth grooves, whereas the second group used the innovative guided bur, consisting in a 2-mm-depth marker with a stopping surface. Once the grooves were obtained, they were then connected using the same wheel bur in both groups. The aim was to obtain a final 2-mm reduction of the incisal edge. Quality of the learning experience (stress level, motivation to restart, self-evaluation of the preparation, and difficulty) was quantified using a visual analog scale. Duration of the procedure was also measured in both groups. 3D measurements for each tooth were performed using an STL comparison software. Results There were no significant differences between groups in terms of stress and self-evaluation of the preparation. Students in the guided bur group reported significantly lower perception of exercise difficulty (p < .001) and significantly higher motivation to restart the procedure (p < .001). The guided bur group performed the procedure in 16.4% less time than the rounded bur group. The use of the guided bur led to a 23% over-reduction, whereas the use of the rounded bur led to a 10% under-reduction. Conclusions Overall, the present study shows that the guided bur provides significant improvement in the student's learning experience with increased motivation and decreased perception of difficulty. It shortens the duration of procedure performance, but it also induces a reduction in preparation accuracy.
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Affiliation(s)
- Soho Yee
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Raphaël Richert
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Gilbert Viguie
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Sébastien Couraud
- Faculté de médecine et de maïeutique Lyon‐SudUniversité de Lyon, Université Lyon 1LyonFrance
- Service de Pneumologie Aiguë Spécialisée et Cancérologie ThoraciqueCentre Hospitalier Lyon SudPierre BéniteFrance
| | | | - Michel Fages
- Prosthetic DepartmentFaculté d'Odontologie de MontpellierMontpellierFrance
- Laboratoire de Bioingéniérie et Nanosciences (LBN)Montpellier UniversitéMontpellierFrance
| | - Pascale Corne
- Nancy School of DentistryUniversity of LorraineNancy CedexFrance
| | - Maxime Ducret
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
- Laboratoire de Biologie Tissulaire et Ingénierie thérapeutiqueUMR5305 CNRS/Université Lyon 1, UMS3444 BioSciences Gerland‐Lyon SudLyonFrance
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Abstract
Predoctoral students enter dental school with varying skill levels for searching biomedical databases and a tendency to overestimate their abilities. Accordingly, PubMed instruction is embedded within a required dental course and includes a graded component. This article describes a pretest/intervention/posttest developed for the PubMed session. The expectation for this new assessment was that motivation to learn PubMed would increase during the intervention if pretesting objectively showed students the difference between their self-perceived versus actual PubMed abilities. The goals were to help students better self-assess their genuine searching abilities, spark learning during the instruction session, and elicit measurable improvement in skills.
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Affiliation(s)
- Rebecca A Abromitis
- a University of Pittsburgh Health Sciences Library System , Pittsburgh , Pennsylvania , USA
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Deeb JG, Carrico CK, Laskin DM, Koertge TE. Influence of Self-Assessment on Dental Students' Performance on Technical Assessments in Periodontics. J Dent Educ 2019; 83:457-463. [PMID: 30745351 DOI: 10.21815/jde.019.047] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Accepted: 10/12/2018] [Indexed: 11/20/2022]
Abstract
Self-assessments were introduced into a third-year clinical periodontics course to enable dental students to self-assess and receive faculty feedback prior to technical assessment. The aims of this study were to determine if there was an improvement in the pass rate and average grade on the technical assessments following implementation of self-assessments and to analyze the accuracy of the student self-assessments by comparing them with faculty assessments. Scores from 106 third-year dental students for four periodontal procedures were included in the analysis. Faculty and student self-assessment scores, along with self-assessment and final technical assessments scores, were compared, as were the average number of self-assessment attempts for the various procedures and the pass rates. The average number of self-assessments per student was 6.5 compared to 4.2 for the technical assessments. There was no significant difference between students' self-assessment scores and faculty scores (average difference=0.005; p=0.7894). However, there was a significant increase in overall scores between students' self-assessments and technical assessments (average difference: 0.30 out of 5; p=0.0001). There was also a significant difference in pass rate between self-assessments and technical assessments (92.3% and 99.7%, respectively). The individual technical assessment with the greatest improvement was for scaling and root planing (average difference=0.47; p=0.0001), which also had significantly more self-assessments (2.3 vs. 1.2-1.7, p=0.0001). These results suggest that self-assessment and the subsequent faculty feedback provided students with information that enabled them to improve their performance on technical assessments.
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Affiliation(s)
- Janina Golob Deeb
- Janina Golob Deeb, DMD, MS, is Associate Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University; Caroline K. Carrico, PhD, is Assistant Professor, Oral Health Promotion and Community Outreach, Oral Health Research Core, School of Dentistry, Virginia Commonwealth University; Daniel M. Laskin, DMD, MS, is Professor Emeritus, Department of Oral and Maxillofacial Surgery, School of Dentistry, Virginia Commonwealth University; and Thomas E. Koertge, DMD, PhD, is Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University.
| | - Caroline K Carrico
- Janina Golob Deeb, DMD, MS, is Associate Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University; Caroline K. Carrico, PhD, is Assistant Professor, Oral Health Promotion and Community Outreach, Oral Health Research Core, School of Dentistry, Virginia Commonwealth University; Daniel M. Laskin, DMD, MS, is Professor Emeritus, Department of Oral and Maxillofacial Surgery, School of Dentistry, Virginia Commonwealth University; and Thomas E. Koertge, DMD, PhD, is Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University
| | - Daniel M Laskin
- Janina Golob Deeb, DMD, MS, is Associate Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University; Caroline K. Carrico, PhD, is Assistant Professor, Oral Health Promotion and Community Outreach, Oral Health Research Core, School of Dentistry, Virginia Commonwealth University; Daniel M. Laskin, DMD, MS, is Professor Emeritus, Department of Oral and Maxillofacial Surgery, School of Dentistry, Virginia Commonwealth University; and Thomas E. Koertge, DMD, PhD, is Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University
| | - Thomas E Koertge
- Janina Golob Deeb, DMD, MS, is Associate Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University; Caroline K. Carrico, PhD, is Assistant Professor, Oral Health Promotion and Community Outreach, Oral Health Research Core, School of Dentistry, Virginia Commonwealth University; Daniel M. Laskin, DMD, MS, is Professor Emeritus, Department of Oral and Maxillofacial Surgery, School of Dentistry, Virginia Commonwealth University; and Thomas E. Koertge, DMD, PhD, is Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University
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AlRahabi MK, AlKady AM, Ghabbani HM. Agreement between faculty member assessments and student self-assessments in a preclinical endodontic programme. AUST ENDOD J 2019; 45:346-351. [PMID: 30632229 DOI: 10.1111/aej.12324] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/12/2018] [Indexed: 10/27/2022]
Abstract
This study aimed to evaluate the agreement between faculty member assessments and student self-assessments regarding the latter's performance in a preclinical endodontic course. The data were collected from 30 undergraduate dental students enrolled in a preclinical endodontic course at Taibah University in Saudi Arabia during 2017-2018 academic year. One course coordinator calibrated the grading method and distributed it to all staff and students. Students were asked to appraise their own performance of a root canal treatment for a tooth with a single canal. After the student self-assessments, two staff members also graded student performance using the same grading scale. The assessment agreement was compared between student and faculty evaluations using a Wilcoxon signed-rank test with a 0.05 significance level. There was a significant difference (P < 0.05) between student and staff member assessment scores. Student scores were lower and had a weak reliability compared to those of staff members.
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Affiliation(s)
- Mothanna K AlRahabi
- College of Dentistry, Taibah University, Madinah Al Munawwarah, Saudi Arabia
| | - Ayman M AlKady
- College of Dentistry, Taibah University, Madinah Al Munawwarah, Saudi Arabia
| | - Hani M Ghabbani
- College of Dentistry, Taibah University, Madinah Al Munawwarah, Saudi Arabia
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Partido BB, Wright BM. Self-assessment of ergonomics amongst dental students utilising photography: RCT. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:223-233. [PMID: 29498176 DOI: 10.1111/eje.12335] [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] [Accepted: 02/12/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. MATERIALS AND METHODS The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. RESULTS A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). CONCLUSION The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health.
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Affiliation(s)
- B B Partido
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, OH, USA
| | - B M Wright
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, OH, USA
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Hayashi MR, Low K, Tupaz K, Ozaki A, Stevenson RG, Kim RH. Enhancing Dental Student Learning and Skill with Dental Bonding Utilizing a Shear Bond Strength Test. J Dent Educ 2018; 82:872-877. [PMID: 30068776 DOI: 10.21815/jde.018.082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2017] [Accepted: 02/02/2018] [Indexed: 11/20/2022]
Abstract
Teaching dental students the proper protocol and application of bonding agents for improved composite restorations in the preclinical setting can be challenging due to difficulty in translating their bonding technique to clinical outcomes. The aim of this study was to examine the effectiveness of utilizing a shear bond strength test and to evaluate if it improved student performance and confidence in adhesive dentistry. All 106 third-year and 106 fourth-year dental students (total N=212) at the University of California, Los Angeles, School of Dentistry were invited to participate in a shear bond strength workshop in 2016. The hands-on workshop used a bond strength testing instrument to demonstrate the various principles and techniques of adhesive dentistry. A total of 54 third-year and 34 fourth-year students (total N=88) participated, for response rates of 51% and 32%, respectively. For the total students, there was a significant difference in the mean bond strength between the first and second attempts (p<0.001). For the third-year students, an increase in the mean shear bond strength was seen but was not significant (p=0.097). For the fourth-year students, there was a significant difference between the first and second attempts (p<0.001). A significant difference was also found in the aggregate self-ratings before and after the exercise (p<0.001). The students rated the exercise as an enjoyable way to learn about adhesive dentistry and agreed that it increased their confidence in performing bonding procedures. This exercise served as an innovative method of emphasizing proper technique with adhesive dentistry, while helping to build student confidence in the preclinical laboratory.
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Affiliation(s)
- Marc R Hayashi
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
| | - Kimberlin Low
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
| | - Kyle Tupaz
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
| | - Alison Ozaki
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
| | - Richard G Stevenson
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
| | - Reuben H Kim
- Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles
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