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Leone CCLD, Bueno GC, Boteon AP, Martins DDS, Cruvinel T, Honório HM, Wang L, Braga MM, Rios D. Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students-A randomized trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 38706419 DOI: 10.1111/eje.13015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/12/2024] [Accepted: 04/18/2024] [Indexed: 05/07/2024]
Abstract
INTRODUCTION Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. MATERIALS AND METHODS This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical-practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching-learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05). RESULTS There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570). CONCLUSION The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.
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Affiliation(s)
- Camilla Cristina Lira Di Leone
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Gabriela Carvalho Bueno
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Ana Paula Boteon
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Daiana da Silva Martins
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Thiago Cruvinel
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Heitor Marques Honório
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Linda Wang
- Department of Operative Dentistry, Endodontics and Dental Materials, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Mariana Minatel Braga
- Department of Pediatric Dentistry, School of Dentistry, University of São Paulo-USP, São Paulo, Brazil
| | - Daniela Rios
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
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Lee N, Huh J, Jeong H, Park W. Effectiveness of Online Interactive Education in Dental Radiology. Int Dent J 2024:S0020-6539(24)00101-1. [PMID: 38644105 DOI: 10.1016/j.identj.2024.03.016] [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: 01/23/2024] [Revised: 03/21/2024] [Accepted: 03/27/2024] [Indexed: 04/23/2024] Open
Abstract
OBJECTIVE This study aimed to assess the effectiveness of an interactive education approach in oral and maxillofacial radiology for dentists, utilizing the online interactive educational program Mentimeter. METHOD Seven continuing education sessions for dentists in oral and maxillofacial radiology were conducted employing Mentimeter. Following these sessions, surveys gauged participants' responses to the learning method and its effectiveness. The questionnaire comprised 20 questions categorized into convenience, active learning, academic achievement, time management, and lecture quality. RESULT Among about 300 participants, 222 responded to the survey, with 74 (33.3%) having prior experience in similar education. Across categories of active learning, academic achievement, and lecture quality, participants consistently rated the method with an average score exceeding 4 out of 5, indicating a highly positive response. Statistically significant gender differences were observed in 9 out of 20 questions, with female respondents providing more positive evaluations than males. Respondents without prior similar education reported enhanced focus and understanding compared to those with experience. No statistically significant differences were observed in other survey questions. CONCLUSION In the realm of continuing education in oral and maxillofacial radiology for dentists, the interactive educational program Mentimeter emerges as an effective tool, fostering positive academic achievements through active learning.
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Affiliation(s)
- Namkwon Lee
- Gouni Dental Clinic, Jeju-si, Republic of Korea
| | - Jisun Huh
- Department of Dental Education, Yonsei University College of Dentistry, Seoul, Republic of Korea
| | - Hogul Jeong
- DenComm Inc., Seoul, Republic of Korea; Department of Dental Hygiene, Cheongju University, Cheongju-si, Republic of Korea
| | - Wonse Park
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Republic of Korea; Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Republic of Korea.
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Mücke K, Busch C, Becker J, Drescher D, Becker K. Is online-only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:236-250. [PMID: 37579026 DOI: 10.1111/eje.12941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 04/17/2023] [Accepted: 07/14/2023] [Indexed: 08/16/2023]
Abstract
INTRODUCTION Blended learning seems to be an effective teaching concept in oral radiology. During the COVID-19 pandemic, blended learning shifted towards online-only learning. The aim of the present study was to compare the effectiveness of pandemic online-only and pre-pandemic blended learning in three consecutive oral radiology courses (C1, C2 and C3) and to examine whether additional video-based e-learning modules (VBLMs) had a positive impact on undergraduate students' performance during pandemic semesters. MATERIALS AND METHODS Data from 205 undergraduate dental students participating either in a blended learning or an online-only learning concept were analysed. Pre-pandemic blended learning comprised face-to-face seminars and access to an oral radiology platform (ORP). Pandemic online-only learning comprised online seminars, access to the ORP and additional VBLMs (two VBLMs for C1, four VBLMs for C2 and six VBLMs for C3). Through standardised e-exams at the beginning and end of each semester, performance in final exams and knowledge gain were compared between the two groups. RESULTS No significant differences in scores in final exams (p = .11) and knowledge gain (p = .18) were found when comparing the pre-pandemic and pandemic groups. On course level, however, students receiving a lower number of VBLMs performed significantly worse in final exams (C1: p < .01, C2: p = .02) and showed inferior knowledge gain (C2: p < .01) during the pandemic. CONCLUSIONS Within the limitations of the study, the present investigation confirmed that pandemic online-only learning involving VBLMs might be as effective as pre-pandemic blended learning.
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Affiliation(s)
- Katharina Mücke
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Caroline Busch
- Department of Oral Surgery, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Jürgen Becker
- Department of Oral Surgery, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Dieter Drescher
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Kathrin Becker
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
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Iqbal M, Dias JM, Sultan A, Raza HA, Zaman LU. Effectiveness of blended pedagogy for radiographic interpretation skills in operative dentistry - a comparison of test scores and student experiences at an undergraduate dental school in Pakistan. BMC MEDICAL EDUCATION 2024; 24:80. [PMID: 38254138 PMCID: PMC10804605 DOI: 10.1186/s12909-024-05062-5] [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: 06/11/2023] [Accepted: 01/16/2024] [Indexed: 01/24/2024]
Abstract
BACKGROUND Utilizing Blended pedagogy (BP) in radiographic skills may prove to be an effective teaching strategy. However, studies on the use of BP in dentistry are quite limited in Pakistan, where teaching has mostly been via traditional Didactic Lectures (DL); and radiographic interpretation skills of undergraduate dental students are suboptimal. Therefore, this study aims to assess whether utilizing BP to teach radiographic interpretation skills is an effective teaching methodology in Pakistan. METHODS This mixed-method study was conducted on final year dental students at Jinnah Medical and Dental College (JMDC). Two groups of students were utilized for this study, one taught by traditional DL and the other taught by BP for the same module. BP was conducted over six weeks. A post-module test was conducted in both groups. Additionally, the BP group completed a modified Community of Inquiry (CoI) survey tool and volunteered to discuss their experiences through a focused group discussion (FGD). Descriptive statistics were computed and independent sample t-test was used to analyse the difference between the scores of the two groups. Thematic analysis was performed for the qualitative data. RESULTS The mean post-test scores were found to be significantly higher in the BP group (61.0 ± 10.2) compared to the DL group (44.4 ± 12.3) (p = < 0.001, CI = 95%, Cronbach Alpha > 0.8). The mean scores for the modified CoI instrument were 4.0 ± 0.29 for the whole instrument; 4.25 ± 0.22 for Teaching Presence, 3.71 ± 0.23 for Social Presence and 3.97 ± 0.16 Cognitive Presence, with all three having a Cronbach's alpha > 0.75. Thematic analysis revealed that BP students mutually agreed that BP method was beneficial with the appreciation of strong support from the facilitator. However, challenges like interrupted power supply and increased effort requirement from students were pointed out. CONCLUSION Students taught radiographic interpretation skills with BP in comparison to DL had higher test scores and expressed a positive experience demonstrated via a modified CoI survey and FGD. Considering the encouraging results found, dental schools should incorporate BP in their teaching methodology and follow-up studies are needed to further support the use of BP as an effective teaching methodology in Dentistry.
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Affiliation(s)
- Marium Iqbal
- Department of Operative Dentistry, Jinnah Medical and Dental College, Karachi, Pakistan.
| | - Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Amber Sultan
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Hussain Ahmed Raza
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Laeeq-Uz Zaman
- Question Bank, Jinnah Sindh Medical University, Karachi, Pakistan
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Shaheen MY, Basudan AM, Almubarak AM, Alzawawi AS, Al-Ahmari FM, Aldulaijan HA, Almoharib H, Ashri NY. Dental Students' Perceptions Towards E-learning in Comparison With Traditional Classroom Learning. Cureus 2023; 15:e51129. [PMID: 38274909 PMCID: PMC10810565 DOI: 10.7759/cureus.51129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
INTRODUCTION Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning. METHODS A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning. RESULTS Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were "neutral" or "uncertain." Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning. CONCLUSION Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.
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Affiliation(s)
- Marwa Y Shaheen
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Amani M Basudan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abdulrahman M Almubarak
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abeer S Alzawawi
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Fatemah M Al-Ahmari
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hajer A Aldulaijan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hani Almoharib
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Nahed Y Ashri
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
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Solanki L, Sreenivasagan S, Husain S, Nagesh S. Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey. Cureus 2023; 15:e49850. [PMID: 38169818 PMCID: PMC10758584 DOI: 10.7759/cureus.49850] [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: 10/05/2023] [Accepted: 12/02/2023] [Indexed: 01/05/2024] Open
Abstract
Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students. Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.
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Affiliation(s)
- Lichi Solanki
- Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Swapna Sreenivasagan
- Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Seerab Husain
- Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Shweta Nagesh
- Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
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Kalghatgi S, Khairnar MR, Dalvi TM, Adaki S, Patil CA, Metha S, Velaga P. Students' preparedness and perception toward online learning in dental education - A cross-sectional study. Natl J Maxillofac Surg 2023; 14:221-225. [PMID: 37661987 PMCID: PMC10474533 DOI: 10.4103/njms.njms_446_21] [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: 07/28/2021] [Revised: 09/16/2021] [Accepted: 10/06/2021] [Indexed: 09/05/2023] Open
Abstract
Background Amid the health risk posed by coronavirus disease 2019 pandemic, all the educational institutions in India have adopted online teaching as a method of imparting education. Thus, the current study was executed to evaluate the perception and preparedness of dental students toward online learning in dental education. Materials and Methods The present cross-sectional study was conducted on 286 dental undergraduate (UG) and postgraduate (PG) students employing a pretested questionnaire. The questionnaire focused on technological access, computer and online skills, and motivational skills to use e-learning for educational purpose. The response scale for each domain was classified into low readiness level (mean value = 1-<3), acceptable/moderate readiness level (mean value = 3-<4), and high readiness level (mean value = 4-5). Results The results showed a high level of computer (4.02 ± 0.73) and online skills (4.05 ± 0.70) and acceptable levels of technology access (3.62 ± 0.73) and motivational level (3.61 ± 0.82). There was a significant difference in computer (P = 0.017) and online skills (P = 0.044) among UG and PG students, with PG students reporting better soft skills. Majority of the students reported participating in online workshops (68.2%) and examinations (76.6%). Around 55.2% of the students reported a positive impact and 8% reported a very positive impact of online methods on their learning. Conclusion Students showed a high level of readiness toward e-learning methods along with some difficulties faced during e-learning.
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Affiliation(s)
- Shrivardhan Kalghatgi
- Department of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Mahesh Ravindra Khairnar
- Unit of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Tanushri Mahendra Dalvi
- Department of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Shridevi Adaki
- Department of Oral Medicine and Radiology, Bharati Vidyapeeth (Deemed to be University) Dental College and Hospital, Sangli, Maharashtra, India
| | - Chetan A. Patil
- Department of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Swapnil Metha
- Department of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Prathista Velaga
- Department of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
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Muller-Bolla M, Joseph C, Innes N, Aïem E, Lopez S, Juwara L, Velly AM. Improving radiographic diagnosis of pulpo-periodontal complications in primary molars by training: Application in education and clinical research. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:360-367. [PMID: 35543311 DOI: 10.1111/eje.12816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Accepted: 04/10/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The objective of this study was to assess an original learning intervention to train students and paediatric dentistry teachers in radiographic diagnostic accuracy of pulpo-periodontal complications in primary molars. MATERIALS AND METHODS The learning intervention was based on 250 different randomly ordered radiographs of primary molars within three quizzes (A, B and C) for 5 sessions (S): quiz A (50 X-rays), B and C (100 X-rays) were, respectively, completed in S1 to assess the extent of agreement with 5 experts' diagnoses, in S2 and S3 (B at days 8 and 23) and in S4 and S5 (C at days 90 and 105). During S1 and at the end of S3 and S5, the participants (48 students and 16 teachers) were informed of correct diagnoses. A satisfaction questionnaire was completed by all the students. Alongside the descriptive analyses, generalised linear mixed model (GLMM) analyses assessed the odds of participants' correct diagnosis over the study duration. RESULTS At S1, the odds of diagnostic accuracy among students were significantly lower than those among the teachers. After receiving feedback at S1, GLMM analyses showed that among all the participants, accuracy improved over time with the odds of correct diagnoses higher in S2-5 than in S1; and there were similar increases across sessions between teachers and students, except in S3, where the improvement among teachers tended to be greater than that among the students. All students were satisfied though one-third reported that quizzes with 100 radiographs felt too long. CONCLUSION The online case-based learning was a good training format for dental education.
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Affiliation(s)
- Michèle Muller-Bolla
- Centre Hospitalier Universitaire de Nice, Department of Paediatric Dentistry, UFR Odontology, University Côte d'Azur, Nice, France
- Laboratory URB2i EA - 4462, University of Paris, Paris, France
| | - Clara Joseph
- Centre Hospitalier Universitaire de Nice, Department of Paediatric Dentistry, UFR Odontology, University Côte d'Azur, Nice, France
- Laboratory MICORALIS EA - 7354, University Côte d'Azur, Nice, France
| | - Nicola Innes
- School of Dentistry, Heath Park, University of Cardiff, Cardiff, UK
| | - Elody Aïem
- Centre Hospitalier Universitaire de Nice, Department of Paediatric Dentistry, UFR Odontology, University Côte d'Azur, Nice, France
- Laboratory MICORALIS EA - 7354, University Côte d'Azur, Nice, France
| | - Serena Lopez
- Faculty of Dentistry, Department of Paediatric Dentistry, Unité d'investigation Clinique en Odontologie (Uic11), Centre de Recherche en Education de Nantes (CREN EA 2661), University and Hospital of Nantes, Nantes, France
| | - Lamin Juwara
- Dental Department of Jewish General Hospital, Faculty of Dentistry, University of McGill, Montréal, QC, Canada
| | - Ana Miriam Velly
- Department of Dentistry, Lady Davis Institute, SMBD Jewish General Hospital, Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
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Nikkerdar N, Sepidar Kish S, Golshah A, Khavid A. Efficacy of a smartphone application as an aid to enhance the instruction of radiographic differential diagnosis of maxillofacial bony lesions. J Dent Educ 2023; 87:702-710. [PMID: 36642940 DOI: 10.1002/jdd.13167] [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: 07/24/2022] [Accepted: 12/21/2022] [Indexed: 01/17/2023]
Abstract
OBJECTIVES The purpose of this study was to assess the efficacy of a smartphone application for instruction of radiographic differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning (lecture-based learning) for dental students. METHODS This quasi-experimental study evaluated 50 fifth-year dental students who were randomly divided into two groups. The two groups were matched in terms of grade point average to ensure their equal baseline knowledge level. The experimental group (n = 25) received instructions regarding differential diagnosis of maxillofacial bony lesions via a self-designed smartphone application, while the control group (n = 25) received lecture-based instruction of the same topic. The students participated in a written exam (10 questions) immediately and 2 months after the interventions. Each question had 3 differential diagnosis choices. The best answer choice was allocated a score of 0.5, while other answer choices were allocated a score of 0.25. Data were analyzed using repeated measures ANOVA, and Mann-Whitney U and Wilcoxon tests. RESULTS The mean score of the experimental group was significantly higher than that of the control group immediately after the intervention (p < 0.001) and also at 2 months (p < 0.001). The mixed effect linear model revealed that after controlling for the effect of age and sex, the mean score of the experimental group was still significantly higher than that of the control group immediately and at 2 months after the intervention (p < 0.001). CONCLUSIONS Smartphone-based mobile learning can effectively enhance the knowledge and practical skills of dental students in differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning.
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Affiliation(s)
- Nafiseh Nikkerdar
- Department of Oral and Maxillofacial Surgery, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Sahar Sepidar Kish
- Student Research Committee, Faculty of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Amin Golshah
- Department of Orthodontic, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Atefeh Khavid
- Department of Oral and Maxillofacial Surgery, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Arqub SA, Waleed M, Al-Abedalla K, Iverson MG, Uribe F. Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36250284 DOI: 10.1111/eje.12861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 09/06/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. MATERIALS AND METHODS The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. CONCLUSION Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.
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Affiliation(s)
- Sarah Abu Arqub
- Department of Orthodontics, University of Florida, Gainesville, Florida, USA
| | - Mahdi Waleed
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Khadijeh Al-Abedalla
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Marissa G Iverson
- L.M. Stowe Library, University of Connecticut Health, Farmington, Connecticut, USA
| | - Flavio Uribe
- Division of Orthodontics, Department of Craniofacial Sciences, University of Connecticut Health, Farmington, Connecticut, USA
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11
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Costa-Neri ARD, Costa-Oenning AC, Abreu-Alves TCD, Panzarella FK, Junqueira JL, Franco A. Students' perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic. ACTA ODONTOLOGICA LATINOAMERICANA : AOL 2022; 35:134-143. [PMID: 36260945 DOI: 10.54589/aol.35/2/134] [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: 06/01/2022] [Accepted: 07/01/2022] [Indexed: 06/16/2023]
Abstract
The SARS-Cov-2 (COVID-19) pandemic changed the educational structure of dentistry courses and highlighted the importance of online tools. Understanding students' perception regarding these changes is essential to establishing future teaching-learning strategies to accommodate students' needs in higher education. The aim of this study was to assess students' perceptions of the Oral Radiology teachinglearning process before and during the COVID-19 pandemic. The sample consisted of students (n = 111) of the 2nd, 4th and 6th semesters of the dentistry course, who answered a questionnaire with 21 items: A) Students' demographic data (5 questions); B) Students' teaching-learning experiences during the pre-pandemic period (8 questions); and C) Students' teaching-learning experiences during the post-pandemic period (8 questions). Stuart-Maxwell tests revealed statistically significant differences between students' opinions before and during the pandemic when they were asked about the structure of the Oral Radiology module (p = 0.008); their previous experience with e-learning and teaching (p < 0.001); their thoughts about the importance of e-learning in Oral Radiology (p < 0.05); and the time they spent online for academic purposes (p < 0.05). Students seem to prefer on-campus activities (before COVID-19), but the pandemic increased their awareness of the importance of e-learning, the time they spent on online studies, and their knowledge of online educational tools.
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Affiliation(s)
- Alessandra R da Costa-Neri
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Anne C Costa-Oenning
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Thais C de Abreu-Alves
- Research Institute and Faculty São Leopoldo Mandic, Division of Forensic Dentistry, Campinas, Sao Paulo, Brazil
| | - Francine K Panzarella
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - José Lc Junqueira
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Ademir Franco
- Research Institute and Faculty São Leopoldo Mandic, Division of Forensic Dentistry, Campinas, Sao Paulo, Brazil
- Sechenov University, Institute of Dentistry, Department of Therapeutic Stomatology, Sechenov, Russia
- University of Dundee, United Kingdom, School of Dentistry, Centre of Forensic and Legal Medicine and Dentistry, Dundee, United Kingdom.
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12
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Bahanan L, Alsharif M, Samman M. Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:839-847. [PMID: 35971542 PMCID: PMC9375577 DOI: 10.2147/amep.s376069] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The aim of this study was to assess dental students' perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic. METHODS This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample. RESULTS The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience. CONCLUSION There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners' needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.
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Affiliation(s)
- Lina Bahanan
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Maha Alsharif
- Department of Oral Diagnostic Sciences at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Meyassara Samman
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
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13
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Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159470. [PMID: 35954826 PMCID: PMC9368722 DOI: 10.3390/ijerph19159470] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/25/2022] [Accepted: 07/26/2022] [Indexed: 02/06/2023]
Abstract
In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal–Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that “e-learning is a suitable education method for theory in dentistry” at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.
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14
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Cardoso FB, Wagner VP, Corrêa APB, Martins MAT, Martins MD, D'Ávila OP, Gonçalves MR, Harzheim E, Umpierre RN, Carrard VC. Distance learning course improves primary care dentists' diagnosis and self-efficacy in the management of oral lesions. Braz Oral Res 2022; 36:e101. [PMID: 35830144 DOI: 10.1590/1807-3107bor-2022.vol36.0101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2021] [Accepted: 04/18/2022] [Indexed: 11/22/2022] Open
Abstract
Oral cancer represents a public health issue because of its high mortality rate, resulting mainly from diagnostic delays. Insufficient training in oral diagnosis is usually perceived by dentists. Distance learning could be used as an auxiliary tool to bridge that gap. This study evaluated the impact of a distance learning course on oral mucosal lesion diagnosis offered to public healthcare dentists. Participants of an online course answered a pretest/posttest comprising clinical images of 30 clinical cases. Participants were questioned about the diagnosis and informed their decision on the cases (referring the cases to a specialist or managing them themselves), as a parameter of perceived self-efficacy. A total of 442 dentists enrolled in the course. Their pass rate was 97%. Classification of the nature of the lesions, diagnostic hypotheses, sensitivity, and specificity improved by 13.4%, 10.0%, 13.4%, and 6.6%, respectively (p<0.01, Wilcoxon test). Regarding management, there was a 16.6% reduction in the intention to refer cases, while confidence in the diagnosis of benign lesions increased by 40%. A distance learning course may be useful in continuing education actions for primary care dentists, improving their diagnostic abilities and encouraging them in the management of oral lesions. Moreover, this strategy could contribute to disseminating knowledge to remote regions, particularly among primary health care professionals.
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Affiliation(s)
| | - Vivian Petersen Wagner
- Universidade Federal do Rio Grande do Sul - UFRS, School of Dentistry, Department of Oral Pathology, Porto Alegre, RS, Brazil
| | | | | | - Manoela Domingues Martins
- Universidade Federal do Rio Grande do Sul - UFRS, School of Dentistry, Department of Oral Pathology, Porto Alegre, RS, Brazil
| | - Otávio Pereira D'Ávila
- Universidade Federal do Rio Grande do Sul - UFRS, TelessaudeRS-UFRGS, Porto Alegre, RS, Brazil
| | | | - Erno Harzheim
- Universidade Federal do Rio Grande do Sul - UFRS, Graduate Program in Epidemiology, Porto Alegre, RS, Brazil
| | - Roberto Nunes Umpierre
- Universidade Federal do Rio Grande do Sul - UFRS, TelessaudeRS-UFRGS, Porto Alegre, RS, Brazil
| | - Vinicius Coelho Carrard
- Universidade Federal do Rio Grande do Sul - UFRS, School of Dentistry, Department of Oral Pathology, Porto Alegre, RS, Brazil
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Tudor Car L, Poon S, Kyaw BM, Cook DA, Ward V, Atun R, Majeed A, Johnston J, van der Kleij RMJJ, Molokhia M, V Wangenheim F, Lupton M, Chavannes N, Ajuebor O, Prober CG, Car J. Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda. J Med Internet Res 2022; 24:e31977. [PMID: 35297767 PMCID: PMC8972116 DOI: 10.2196/31977] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 11/07/2021] [Accepted: 11/21/2021] [Indexed: 12/20/2022] Open
Abstract
BACKGROUND Health professions education has undergone major changes with the advent and adoption of digital technologies worldwide. OBJECTIVE This study aims to map the existing evidence and identify gaps and research priorities to enable robust and relevant research in digital health professions education. METHODS We searched for systematic reviews on the digital education of practicing and student health care professionals. We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework. RESULTS We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29%), virtual reality (19/77, 25%), and online education (10/77, 13%). Most reviews focused on health professions education in general (36/77, 47%), surgery (13/77, 17%), and nursing (11/77, 14%). The reviews mainly assessed participants' skills (51/77, 66%) and knowledge (49/77, 64%) and included data from high-income countries (53/77, 69%). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47% recommendations), context (17/61, 28% recommendations), infrastructure (9/61, 15% recommendations), learners (3/61, 5% recommendations), and research (3/61, 5% recommendations). CONCLUSIONS We identified a large number of research questions regarding digital education, which collectively reflect a diverse and comprehensive research agenda. Our conceptual framework will help educators and researchers plan, develop, and study digital education. More evidence from low- and middle-income countries is needed.
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Affiliation(s)
- Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Selina Poon
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Bhone Myint Kyaw
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - David A Cook
- Office of Applied Scholarship and Education Science, School of Continuous Professional Development, Mayo Clinic College of Medicine and Science, Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States
| | - Victoria Ward
- Department of Pediatrics, Lucile Packard Children's Hospital, Stanford, CA, United States
| | - Rifat Atun
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Harvard, Boston, MA, United States
| | - Azeem Majeed
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Jamie Johnston
- Stanford Center for Health Education's Digital MedIC Initiative, Stanford School of Medicine, Stanford University, Stanford, CA, United States
| | | | - Mariam Molokhia
- School of Population Health and Environmental Sciences, Faculty of Life Sciences and Medicine, King's College London, London, United Kingdom
| | - Florian V Wangenheim
- Department of Management, Technology, and Economics, ETH Zurich, Zurich, Switzerland
| | - Martin Lupton
- Faculty of Medicine, Imperial College London, London, United Kingdom.,The Chelsea and Westminster Hospital, Chelsea, London, United Kingdom
| | - Niels Chavannes
- Department of Public Health and Primary Care, Leiden University Medical Centre, Leiden, Netherlands
| | - Onyema Ajuebor
- Health Workforce Department, World Health Organization, Geneva, Switzerland
| | - Charles G Prober
- Stanford Center for Health Education's Digital MedIC Initiative, Stanford School of Medicine, Stanford University, Stanford, CA, United States
| | - Josip Car
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom.,Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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16
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Mladenovic R, AlQahtani S, Mladenovic K, Bukumiric Z, Zafar S. Effectiveness of technology-enhanced teaching methods of undergraduate dental skills for local anaesthesia administration during COVID-19 era: students’ perception. BMC Oral Health 2022; 22:40. [PMID: 35152899 PMCID: PMC8842892 DOI: 10.1186/s12903-022-02077-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Accepted: 02/08/2022] [Indexed: 12/16/2022] Open
Abstract
Abstract
Background
Traditional face-to-face clinical learning became problematic for final year dental students during the COVID-19 pandemic. Distance-learning may help mitigate the immediate impact of dental school closures. Integrating e-learning technologies into the learning process helps bridge the gap between pre-clinical and clinical training. Simulation allows students to repeat procedures until they demonstrate acceptable levels of skill. This study aimed to determine the effectiveness of a serious game as an additional teaching tool during the COVID-19 era to improve dental students’ local anaesthesia administration technique and confidence.
Methods
This study applied a simulation-based serious game as an additional learning tool for training and educating dental students in local anaesthesia. Students used a mobile simulator in Serbian for 10 days from their homes. To evaluate the learning process, the students completed a post-training questionnaire.
Results
All respondents felt comfortable using the simulator. Over 90% of respondents believed that the application facilitated the learning process and had advantages in terms of accessibility and ease of use. Also, students found augmented reality (AR) technology particularly interesting to use. The use of a mobile simulator designed as a 3D and AR environment allows for simpler localisation and identification of anatomical structures and reference points, which is a good base for clinical practice.
Conclusion
Serious games of local anaesthesia procedures as an additional e-learning tool during the COVID-19 era could improve students’ knowledge and skills.
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17
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Kurtulmus‐Yilmaz S, Önöral Ö. Effectiveness of screen-to-screen and face-to-face learning modalities in dental anatomy module during Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:57-66. [PMID: 34719111 PMCID: PMC8653335 DOI: 10.1002/ase.2150] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 10/25/2021] [Accepted: 10/27/2021] [Indexed: 05/21/2023]
Abstract
The Covid-19 pandemic has forced all dentistry faculties to quickly shift to the online supplementation or replacement of traditional modules to pursue education. However, there is limited research evaluating the effectiveness of this education modality on student performance in dental anatomy and manipulation module. Accordingly, it was aimed to compare the influence of different education modalities on the performances of the students enrolled in this module. The students were requested to perform 11 practical assignments throughout the fall term. A total of 220 face-to-face-educated (F2F) and 138 screen-to-screen-educated (S2S) students were included. To evaluate the influence of education modality on the performances of the students, cumulative success scores were calculated and compared using an independent t-test. The grades of the first (maxillary central), sixth (maxillary premolar), and eleventh assignments (mandibular first molar) were also analyzed to understand the manipulation-skill progress of each student within the same year. The grades of above-mentioned three assignments were converted into nominal data (excellent, very good, good, acceptable, and fail) based on certain thresholds, and a chi-square test was conducted. The cumulative success scores in F2F group were significantly lower than those in S2S group (P = 0.02). Differences between the first and eleventh tasks in both education modalities were significant (P < 0.05). The S2S-educated students achieved significantly higher achievement points in the sixth and eleventh assignments (P < 0.001). The S2S education can be suggested as an applicable modality for teaching dental anatomy and manipulation module. However, further work is needed to ascertain whether this result is replicable throughout dental anatomy education.
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Affiliation(s)
| | - Özay Önöral
- Department of ProsthodonticsFaculty of DentistryNear East UniversityNicosia, Mersin10Turkey
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18
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Awasthi R, Manohar B, Vinay S, Kumar S. Social media as a learning tool for the budding periodontist: A questionnaire survey. ADVANCES IN HUMAN BIOLOGY 2022. [DOI: 10.4103/aihb.aihb_9_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
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19
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Freire DBDL, Celeste RK, Arús NA, Vizzotto MB, Silveira HLDD. [Dental imaging procedures in the Unified Health System and the expansion of secondary care: series between 2000-2016]. CIENCIA & SAUDE COLETIVA 2021; 26:4727-4736. [PMID: 34730658 DOI: 10.1590/1413-812320212610.15172020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Accepted: 08/13/2020] [Indexed: 11/22/2022] Open
Abstract
The scope of this paper was to analyze the time series of dental procedures performed between 2000 and 2016 in the Brazilian Unified Health System (SUS). The data were obtained from the Outpatient Information System of the SUS (SIA-SUS). The influence of the 2004 National Oral Health Policy of Ordinance No. 600/2006 (which instituted the financing of Dental Specialty Centers - CEOs), and Ordinance No. 1,234/2013 (Financial incentive for the Program for Enhancement of Quality and Access - PMAQ-CEO) were analyzed. Descriptive analyses of the initial and final years of the time series were presented, assessing trends and seasonality in seven types of imaging procedures. The time series of rates of periapical/bitewing radiographic exams revealed a trend of moderate increase and was the only area in which the impact of the financial implementation policy of the CEOs was observed, though not of the PMAQ-CEO. Extraoral imaging exams, such as panoramic radiography, facial CT/TMJ and TMJ MRI revealed a strong upward trend, despite the very low rates. The conclusion reached is that between 2000 and 2016, the policy of expansion of secondary care increased the use of periapical/bitewing imaging exams.
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Affiliation(s)
- Danielle Bianca de Lima Freire
- Programa de Pós-Graduação em Odontologia, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul. R. Ramiro Barcelos 2492, Santa Cecília. 90035-004 Porto Alegre RS Brasil.
| | - Roger Keller Celeste
- Programa de Pós-Graduação em Odontologia, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul. R. Ramiro Barcelos 2492, Santa Cecília. 90035-004 Porto Alegre RS Brasil.
| | - Nádia Assein Arús
- Programa de Pós-Graduação em Odontologia, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul. R. Ramiro Barcelos 2492, Santa Cecília. 90035-004 Porto Alegre RS Brasil.
| | - Mariana Boessio Vizzotto
- Programa de Pós-Graduação em Odontologia, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul. R. Ramiro Barcelos 2492, Santa Cecília. 90035-004 Porto Alegre RS Brasil.
| | - Heraldo Luis Dias da Silveira
- Programa de Pós-Graduação em Odontologia, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul. R. Ramiro Barcelos 2492, Santa Cecília. 90035-004 Porto Alegre RS Brasil.
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ŞİRİNOĞLU ÇAPAN B, SEZGİN G. Evaluation of the Effect of the Covid-19 Pandemic on the Education Process of Dentistry Faculties in Turkey: A Survey Study. CLINICAL AND EXPERIMENTAL HEALTH SCIENCES 2021. [DOI: 10.33808/clinexphealthsci.966158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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21
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Dsouza TS, Hegde MN, Pais KP. e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era. JOURNAL OF HEALTH AND ALLIED SCIENCES NU 2021. [DOI: 10.1055/s-0041-1731862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.
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Affiliation(s)
- Teena Sheethal Dsouza
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Mithra N. Hegde
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Kelvin Peter Pais
- Public Health Dentistry Fr. Mullers Charitable Institutions, Mangalore, Karnataka, India
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22
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Alrashed FA, Sattar K, Habib SR, Ahmad T, Al Rashoud AS, Safhi TAY, Almajed AHM, Alnafisah HAH, Alharbi NH, Alsubiheen A. Implications of the COVID-19 Pandemic on the Mental Health and Professional Psychomotor Skills of Dental Students. Psychol Res Behav Manag 2021; 14:675-685. [PMID: 34113184 PMCID: PMC8184245 DOI: 10.2147/prbm.s317641] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 05/22/2021] [Indexed: 12/23/2022] Open
Abstract
Purpose To estimate dental students’ self-perception of mental well-being (MWB) and its effects on their clinical psychomotor skills (CPS) once they (or their family members) get infected with COVID-19. Materials and Methods This is a cross-sectional (n =268) study from a public dental college in Riyadh. We collected data on MWB and CPS. An 18-item online survey was used to collect the responses from the participants. The inter-rater reliability for the finalised survey came out to be 0.86. Results The participants (54.3%) who were infected with COVID-19 recorded that their CPS were significantly affected (almost 4 times higher) as compared to others (OR= 4.02; P=0.0004). However, 42.2% reported infection control measures at clinics resulted in bringing significant (OR=2.22, P=0.04) psychological upsets, for those who were infected with COVID-19. Participants (45.1%) also reported that they have difficulty in recalling old memories or information due to the COVID-19 pandemic; among them, 46.7% were the ones who (and/or any family member) were exposed to COVID-19. Conclusion The study spotlighted the extent of dental students’ MWB and its significant effect on their CPS once (themselves or a family member) infected with COVID-19. Moreover, levels of infection control measures at clinics resulted in psychological upsets for dental students. Clinical Significance The issue is fundamental as participants enter the clinical workforce and face the ever-increasing demands of dental practice.
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Affiliation(s)
| | - Kamran Sattar
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Syed Rashid Habib
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Tauseef Ahmad
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Abdulaziz Saud Al Rashoud
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Turki Ali Y Safhi
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Abdulrhman Hamad M Almajed
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Hamad Ali H Alnafisah
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Norah Hamad Alharbi
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Abdulrahman Alsubiheen
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
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23
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Santos GNM, da Silva HEC, Leite AF, Mesquita CRM, Figueiredo PTS, Stefani CM, Melo NS. The scope of dental education during COVID-19 pandemic: A systematic review. J Dent Educ 2021; 85:1287-1300. [PMID: 33759214 PMCID: PMC8251403 DOI: 10.1002/jdd.12587] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 02/21/2021] [Accepted: 02/27/2021] [Indexed: 11/22/2022]
Abstract
Introduction COVID‐19 forced e‐learning processes to develop abruptly and posed challenges to the educational infrastructure. Emergency Remote Teaching was designated to distinguish the new educational scheme. This concept involves production of online activities that may return to face‐to‐face format as soon as the isolation period ends. Objective From March through September of 2020, this systematic review attempted to elucidate experiences, benefits, and challenges enforced in dental education due to the pandemic, the learning technologies, and methods used to maintain education. Methods A literature search was conducted on Cochrane, Embase, Lilacs, Livivo, PubMed, Scopus, and Web of Science databases. Gray literature was also contemplated. Studies in which online teaching methods were described and dental learners were the subjects during pandemic were included. Results Learning technology, pedagogical model, knowledge gain, and dental learners’ satisfaction and attitudes toward remote learning were assessed. The Joanna Briggs Institute JBI Critical Appraisal Checklist for Case Reports was applied as the methodological quality assessment to the 16 included studies. Assessments were related to demographic and historical characteristics of the participants, the intervention procedure, pre‐ and post‐intervention descriptions, and identification of unanticipated events. All studies described the use of learning technology to ensure education continuity, and 15 studies highlighted the pedagogical model applied. Eight studies investigated knowledge gain while 12 searched the learners’ satisfaction with online technologies. Conclusion The evidence suggests that learning technologies can support continuity in dental education. Reported problems include poor knowledge of faculty members on how to deal with technology, Internet connection, and content transition to online education.
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Affiliation(s)
- Glaucia N M Santos
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - Helbert E C da Silva
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - André F Leite
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - Carla R M Mesquita
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - Paulo T S Figueiredo
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - Cristine M Stefani
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
| | - Nilce S Melo
- Department of Dentistry, Health Sciences Faculty, University of Brasília, Brasília, Brazil
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Wu Z, Li M, Zhu F, Lei L, Cheng R, Hu T. The effects of oral health education regarding periodontal health on non-dental undergraduates in southwestern China-exploring the feasibility of an e-learning course for oral health promotion. BMC Oral Health 2021; 21:119. [PMID: 33726713 PMCID: PMC7962077 DOI: 10.1186/s12903-021-01476-5] [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: 11/22/2020] [Accepted: 02/26/2021] [Indexed: 02/08/2023] Open
Abstract
Background The high prevalence of periodontal diseases is an important oral health problem worldwide. It is necessary to increase public knowledge on and influence attitudes towards periodontal diseases in order to prevent them. However, the effect of oral health education (OHE) as a primary preventive method in China is unsatisfactory. The aim of this study is to investigate the feasibility of extending an e-learning course regarding periodontal health by comparing the effects of oral health education regarding periodontal health (OHE-PH) on dental and non-dental students and the effects between a traditional course and an e-learning course among non-dental students at Sichuan University. Methods A quasi-experimental study with a pre-test and a post-test was performed. A total of 217 dental students and 134 non-dental students attended a traditional course; 69 non-dental students attended an e-learning course. Before- and after-course questionnaires about periodontal health knowledge, attitudes and behaviours were administered. Results After the traditional/e-learning course, the knowledge of both dental and non-dental students about periodontal diseases and self-reported behaviours for gingival bleeding and oral care improved. The non-dental students reached or surpassed the level of dental students before the course. The non-dental students taking the e-learning course performed better in some areas than those taking the traditional course. Conclusions OHE-PH was effective for dental and non-dental students. The e-learning course on OHE-PH was sufficient for improving knowledge and self-reported behaviours among non-dental undergraduates and was even better than the traditional course in some areas. The e-learning course may be an effective method for periodontal health education and oral health promotion among undergraduates.
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Affiliation(s)
- Zhiwu Wu
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China
| | - Mingming Li
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China
| | - Fangzhi Zhu
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China
| | - Lei Lei
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China
| | - Ran Cheng
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China.
| | - Tao Hu
- Department of Preventive Dentistry, State Key Laboratory of Oral Diseases, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China.
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Rocha BDC, Rosa BSPA, Cerqueira TS, de-Azevedo-Vaz SL, Barbosa GLDR, Ferreira LM, Verner FS, Visconti MA. Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions. Dentomaxillofac Radiol 2020; 50:20200295. [PMID: 33141626 DOI: 10.1259/dmfr.20200295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVES To evaluate four different teaching methodologies in the radiographic diagnosis of proximal carious lesions and in the students' perception of these methodologies. METHODS 71 undergraduate dental students were subdivided into 4 groups according to the teaching methodologies used (traditional, hybrid, e-learning and problem-based learning). All methods were applied by two properly trained researchers. Initially, students completed a pre-methodology test (index test). After applying the teaching methodologies, the students were submitted to a post-methodology test containing periapical radiographs for evaluation of proximal carious lesions. Then, the students answered a questionnaire to verify their perception of the different teaching methodologies. Statistical analysis was done. RESULTS There were no relationship between the results of pre- and post-methodologies tests, irrespective of the teaching methodology employed (p > 0.05). No differences between the teaching methodologies studied (p > 0.05) were found regarding the amount of correct answers. However, the students who participated in the active (e-learning and problem-based learning) and hybrid teaching methodology reported a positive impact in relation to their diagnostic skills at the questionnaire. CONCLUSIONS All the tested methodologies had a similar performance; however, the traditional methodology showed less acceptance by the students when analyzed subjectively and comparatively. The results of the present study increase comprehension about teaching methodologies for radiographic diagnosis of proximal carious lesions, and there is a potential to build on the knowledge base and provide practical support for students and educators.
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Affiliation(s)
- Beatriz de Carvalho Rocha
- Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil
| | | | - Thaís Santos Cerqueira
- Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil
| | | | | | | | | | - Maria Augusta Visconti
- Department of Pathology and Oral Diagnosis, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil
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Bock A, Elvers D, Goloborodko E, Kramer C, Kniha K, Hölzle F, Spreckelsen C, Modabber A. An innovative PantoDict program for reporting panoramic radiographs using automatic speech recognition in dental education: a randomized observer-blinded study. Oral Surg Oral Med Oral Pathol Oral Radiol 2020; 132:104-111. [PMID: 33153937 DOI: 10.1016/j.oooo.2020.10.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 09/28/2020] [Accepted: 10/04/2020] [Indexed: 11/28/2022]
Abstract
OBJECTIVE The objective of this study was to assess the effect of an e-learning program including automatic speech recognition on outcomes assessment in interpreting panoramic radiographs at a dental school. STUDY DESIGN For instruction in reporting findings on panoramic radiographs, 36 participants were divided randomly into 3 seminar groups. Group A used the new PantoDict digital e-learning program for training. Group B used both PantoDict and conventional face-to-face classroom instruction. Group C used conventional instruction only. After attending 3 seminars, all students completed an examination on reporting a panoramic radiograph and evaluated the course. RESULTS Both groups using PantoDict (groups A and B) had significantly higher examination scores than the conventional group (P ≤ .002). However, students in group C were more likely than those in group A to agree that their knowledge and confidence improved following the seminars. Students in group A would have preferred an instructor for the first seminar. The evaluation confirmed that students were satisfied with the e-module regarding usability and didactics. Most students indicated that they would like to use PantoDict all the time. CONCLUSIONS The e-learning program with automatic speech recognition is a useful device for completing radiology reports and can be used as a complementary tool in face-to-face teaching.
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Affiliation(s)
- Anna Bock
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany.
| | - Dirk Elvers
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany
| | - Evgeny Goloborodko
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany
| | - Chris Kramer
- Department of Medical Informatics, RWTH Aachen University, Aachen, Germany
| | - Kristian Kniha
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany
| | - Frank Hölzle
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany
| | - Cord Spreckelsen
- Institute of Medical Statistics, Computer and Data Sciences, University Hospital Jena, Jena, Germany
| | - Ali Modabber
- Department of Oral, Maxillofacial Surgery, University Hospital of Aachen University, Aachen, Germany
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Tostes HCMR, Oliveira LB, Franco A, Junqueira JLC, Nascimento MCC, Oenning AC. Dental students' perceptions of case-based learning method and the impact of clinical information in imaging diagnosis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:773-778. [PMID: 32648952 DOI: 10.1111/eje.12567] [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: 11/07/2019] [Revised: 05/20/2020] [Accepted: 06/21/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Education in oral imaging diagnosis is provided early in most dental curricula worldwide. Stressing the importance of clinical and radiographic information for oral diagnosis is of utmost importance for dental students. In this context, active learning methods, such as case-based learning (CBL), represent contemporary tools in the armamentarium of dental education. This study aimed to investigate (a) dental students' perceptions on CBL and (b) the importance of clinical data for image-based diagnosis. METHODS Fifteen cases of bone lesions were presented to 56 undergraduate students; group 1 (n = 24) was provided with the imaging data alone from each case, while group 2 (n = 32) received clinical information followed by the imaging data. Students' performance and perception on the teaching approach were assessed using a structured questionnaire. Their differential diagnoses for each of the lesions figured as variables to be compared with the known diagnosis. RESULTS All the students reported a positive experience with the case-based teaching method and confirmed this approach as a valuable tool in dental education. The diagnosis of a simple bone cyst, a periapical cyst or an ameloblastoma improved when they were provided with clinical data prior to the complementary images. No significant difference was detected, however, when the total amount of correct diagnoses were combined together and compared between groups (P > .05). CONCLUSION Case-based learning was corroborated as an optimal method for educating undergraduate dental students. Clinical data might contribute to diagnostic imaging, especially regarding lesions with multiple differential diagnoses.
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Affiliation(s)
- Hellen C M R Tostes
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
| | - Luciana B Oliveira
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
| | - Ademir Franco
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
| | - José L C Junqueira
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
| | - Monikelly C C Nascimento
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
| | - Anne C Oenning
- Division of Oral Radiology, Faculdade São Leopoldo Mandic, Centro de Pesquisas São Leopoldo Mandic, Campinas, Brazil
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A AS, Srivastava KC, Shrivastava D, Hosni HA, Khan ZA, Al-Johani K, Alzoubi IA, B S, Sghaireen MG, Alam MK. Recommendations, Practices and Infrastructural Model for the Dental Radiology Set-up in Clinical and Academic Institutions in the COVID-19 Era. BIOLOGY 2020; 9:biology9100334. [PMID: 33066032 PMCID: PMC7601194 DOI: 10.3390/biology9100334] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/08/2020] [Accepted: 10/10/2020] [Indexed: 12/31/2022]
Abstract
The pandemic of Coronavirus disease (COVID-19) has emerged as a global catastrophe that is plaguing mankind. In the past eight months since the world discovered about COVID-19, we learned a lot about server acute respiratory syndrome coronavirus 2 (SARS CoV-2) and perhaps there is much more to discover and understand about the virus. With the current understanding of the disease, we assume it will remain in an active state of transmission and progression among the community for a long time. Thus, it is advisable to adopt the disease's prevention protocol in our daily and work routine. During this pandemic patient requiring dental treatment cannot be neglected and the role of dental imaging is crucial in delivering treatment. Hence, this article attempts to provide an evidence-based compilation about the mode of transmission and clinical features of COVID-19. It also throws light on the potential source of disease transmission in the dental radiology setting. In addition, it suggests preventive measures to curb the infection and infrastructural model of the clinical setting that will assist in achieving control over the disease transmission. This article intends to project a strategy about protocols, infrastructure, and daily activities in a dental radiology office that institutions can adopt with modifications according to their local scenario.
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Affiliation(s)
- Anu Sushanth. A
- Department of Oral Medicine & Radiology, Educare Institute of Dental Sciences, Malappuram, Kerala 676504, India;
| | - Kumar Chandan Srivastava
- Oral Medicine & Radiology, Department of Oral and Maxillofacial Surgery & Diagnostic Sciences, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia
- Correspondence: ; Tel.: +966-53-621-7990
| | - Deepti Shrivastava
- Periodontics, Department of Preventive Dentistry, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia; (D.S.); (I.A.A.)
| | - Hala A. Hosni
- Department of Oral and Maxillofacial Surgery & Diagnostic Sciences, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia; (H.A.H.); (Z.A.K.)
| | - Zafar Ali Khan
- Department of Oral and Maxillofacial Surgery & Diagnostic Sciences, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia; (H.A.H.); (Z.A.K.)
| | - Khalid Al-Johani
- Department of Oral diagnostic sciences, Faculty of Dentistry- King Abdulaziz University, Jeddah 80200, Saudi Arabia;
| | - Ibrahim A Alzoubi
- Periodontics, Department of Preventive Dentistry, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia; (D.S.); (I.A.A.)
| | - Sasirekha B
- Department Oral Medicine & Radiology, JKKN Dental College & Hospital, Komarapalayam 638183, India;
| | - Mohammed Ghazi Sghaireen
- Prosthodontics, Prosthetic Dental Sciences, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia;
| | - Mohammad Khursheed Alam
- Orthodontics, Department of Preventive Dentistry, College of Dentistry, Jouf University, Sakaka 72345, Saudi Arabia;
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Golshah A, Dehdar F, Imani MM, Nikkerdar N. Efficacy of smartphone-based Mobile learning versus lecture-based learning for instruction of Cephalometric landmark identification. BMC MEDICAL EDUCATION 2020; 20:287. [PMID: 32867758 PMCID: PMC7457473 DOI: 10.1186/s12909-020-02201-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Considering the increasing popularity of electronic learning, particularly smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification. METHODS This quasi-experimental interventional study evaluated 53 dental students (4th year) in two groups of intervention (n = 27; smartphone instruction using an application) and control (n = 26, traditional lecture-based instruction). Two weeks after the instructions, dental students were asked to identify four landmarks namely the posterior nasal spine (PNS), orbitale (Or), articulare (Ar) and gonion (Go) on lateral cephalograms. The mean coordinates of each landmark identified by orthodontists served as the reference point, and the mean distance from each identified point to the reference point was reported as the mean consistency while the standard deviation of this mean was reported as the precision of measurement. Data were analyzed using SPSS version 18 via independent sample t-test. RESULTS No significant difference was noted between the two groups in identification of PNS, Ar or Go (P > 0.05). However, the mean error rate in identification of Or was significantly lower in smartphone group compared with the traditional learning group (P = 0.020). CONCLUSIONS Smartphone-based mobile learning had a comparable, and even slightly superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and may be considered, at least as an adjunct, to enhance the instruction of complicated topics. TRIAL REGISTRATION NUMBER This is not a human subject research. https://ethics. RESEARCH ac.ir/ProposalCertificateEn.php?id=33714&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true .
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Affiliation(s)
- Amin Golshah
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Fatemeh Dehdar
- Faculty of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad Moslem Imani
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Nafiseh Nikkerdar
- Department of Oral and Maxillofacial Radiology, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Rosa BSPA, Ferreira MD, Moreira GC, Bastos MF, Pinto RR, Visconti MA, Junqueira RB, Verner FS. The COVID-19 post-pandemic scenario to Oral Radiology at Dental Schools. Oral Radiol 2020; 36:406-407. [PMID: 32683539 PMCID: PMC7368142 DOI: 10.1007/s11282-020-00466-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Accepted: 07/10/2020] [Indexed: 12/03/2022]
Affiliation(s)
- Beatriz S P A Rosa
- Department of Pathology and Oral Diagnosis, School of Dentistry, Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil
| | - Matheus Diniz Ferreira
- Department of Oral Diagnosis, Piracicaba Dental School, University of Campinas (FOP-UNICAMP), Avenida Limeira, 901, Areião, Piracicaba, São Paulo, 13414-903, Brazil.
| | - Gabrielle C Moreira
- Department of Dentistry, Federal University of Juiz de Fora, Campus GV (UFJF-GV), Governador Valadares, Brazil
| | - Mayara F Bastos
- Department of Pathology and Oral Diagnosis, School of Dentistry, Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil
| | - Rafael R Pinto
- Department of Pathology and Oral Diagnosis, School of Dentistry, Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil
| | - Maria Augusta Visconti
- Department of Pathology and Oral Diagnosis, School of Dentistry, Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil
| | - Rafael B Junqueira
- Department of Dentistry, Federal University of Juiz de Fora, Campus GV (UFJF-GV), Governador Valadares, Brazil
| | - Francielle S Verner
- Department of Dentistry, Federal University of Juiz de Fora, Campus GV (UFJF-GV), Governador Valadares, Brazil
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Machado RA, Bonan PRF, Perez DEDC, Martelli JÚnior H. COVID-19 pandemic and the impact on dental education: discussing current and future perspectives. Braz Oral Res 2020; 34:e083. [PMID: 32609144 DOI: 10.1590/1807-3107bor-2020.vol34.0083] [Citation(s) in RCA: 76] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 06/09/2020] [Indexed: 01/17/2023] Open
Abstract
Due to the COVID-19 pandemic crisis, many dental schools and instructors are rethinking the way they teach and interact with students. New perspectives regarding a change in face-to-face activities, social isolation and the reformulation of clinical activities result in a transition toward e-learning and e-teaching processes. In this review, we discuss some favorable aspects and difficulties associated with virtual teaching and learning, searching for available tools and techniques as well as new perspectives.
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Affiliation(s)
- Renato Assis Machado
- Universidade de São Paulo - USP, Hospital for Rehabilitation of Craniofacial Anomalies, Bauru, SP, Brazil
| | | | - Danyel Elias da Cruz Perez
- Universidade Federal de Pernambuco - UFPE, School of Dentistry, Department of Clinical and Preventive Dentistry, Recife, PE, Brazil
| | - Hercílio Martelli JÚnior
- Universidade Estadual de Montes Claros - Unimontes, Health Sciences Postgraduate Program, Montes Claros, MG, Brazil
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Burns LE, Abbassi E, Qian X, Mecham A, Simeteys P, Mays KA. YouTube use among dental students for learning clinical procedures: A multi‐institutional study. J Dent Educ 2020; 84:1151-1158. [DOI: 10.1002/jdd.12240] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 05/07/2020] [Accepted: 06/01/2020] [Indexed: 01/13/2023]
Affiliation(s)
- Lorel E. Burns
- Department of Endodontics New York University College of Dentistry New York New York USA
| | - Elham Abbassi
- Departments of General Practice and Dental Public Health University of Texas Health Science Center at Houston Houston Texas USA
| | - Xu Qian
- Department of Orthodontics Tufts School of Dental Medicine Boston Massachusetts USA
| | - Anthony Mecham
- College of Dental Medicine Roseman University of Health Sciences South Jordan Utah USA
| | - Paul Simeteys
- College of Dental Medicine Western University of Health Sciences Pomona California USA
| | - Keith A. Mays
- Department of Restorative Sciences and Interim Dean University of Minnesota School of Dentistry Minneapolis Minnesota USA
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Berry MCDC, de M Neto JM, de Souza MIDC, Figueredo CMDS, Reher V, Evans JL. Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review. J Dent Educ 2020; 84:830-839. [PMID: 32421234 DOI: 10.1002/jdd.12179] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 03/27/2020] [Accepted: 04/21/2020] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. METHODS The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. CONCLUSION The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.
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Affiliation(s)
- Maria C de C Berry
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Joao M de M Neto
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | | | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Pontual MLA, do Nascimento EHL, da Cruz Perez DE, Pontual AA, Ramos-Perez FM. Challenges in oral radiology teaching during COVID-19 pandemic. Dentomaxillofac Radiol 2020; 49:20200178. [PMID: 32406750 PMCID: PMC7333465 DOI: 10.1259/dmfr.20200178] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Affiliation(s)
- Maria Luiza Anjos Pontual
- Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco (UFPE), Recife, Pernambuco, Brazil
| | | | - Danyel Elias da Cruz Perez
- Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco (UFPE), Recife, Pernambuco, Brazil
| | - Andrea Anjos Pontual
- Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco (UFPE), Recife, Pernambuco, Brazil
| | - Flávia Moraes Ramos-Perez
- Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco (UFPE), Recife, Pernambuco, Brazil
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Drage NA, Atkin PA, Farnell DJJ. Dental and maxillofacial radiology: confidence, knowledge and skills in the newly graduated dentist. Br Dent J 2020; 228:546-550. [DOI: 10.1038/s41415-020-1425-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Li S, Li G, Liu Y, Xu W, Yang N, Chen H, Li N, Luo K, Jin S. Development and Assessment of a Gastroscopy Electronic Learning System for Primary Learners: Randomized Controlled Trial. J Med Internet Res 2020; 22:e16233. [PMID: 32202507 PMCID: PMC7136842 DOI: 10.2196/16233] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 02/12/2020] [Accepted: 02/22/2020] [Indexed: 12/31/2022] Open
Abstract
Background Endoscopic examination is a popular and routine procedure for the diagnosis and treatment of gastrointestinal (GI) diseases. Skilled endoscopists are in great demand in clinical practice, but the training process for beginners to become endoscopy specialists is fairly long. Convenience and a self-paced, learner-centered approach make electronic learning (e-learning) an excellent instructional prospect. Objective This study aimed to develop and apply an e-learning system in gastroscopy teaching and learning and to evaluate its effectiveness and user satisfaction. Methods The e-learning software Gastroscope Roaming System was developed for primary learners. The system simulates the real structure of the upper gastrointestinal (UGI) tract to teach the main characteristics of gastroscopy under both normal conditions and conditions of common UGI tract diseases. A randomized controlled trial was conducted. Participants were randomly allocated to an e-learning group (EG)or a non–e-learning control group after a pretest. On completing the training, participants undertook a posttest and gastroscopy examination. In addition, the EG completed a satisfaction questionnaire. Results Of the 44 volunteers, 41 (93%) completed the gastroscopy learning and testing components. No significant pretest differences were found between the intervention and control groups (mean 50.86, SD 6.12 vs mean 50.76, SD 6.88; P=.96). After 1 month of learning, the EG’s posttest scores were higher (mean 83.70, SD 5.99 vs mean 78.76, SD 7.58; P=.03) and improved more (P=.01) than those of the control group, with better performance in the gastroscopy examination (mean 91.05, SD 4.58 vs mean 84.38, SD 5.19; P<.001). Overall, 85% (17/20) of the participants were satisfied with the e-learning system, and 95% (19/20) of the participants considered it successful. Conclusions E-learning is an effective educational strategy for primary learners to acquire skills in gastroscopy examination and endoscopic imaging of the GI tract. Trial Registration Chinese Clinical Trial Registry ChiCTR-IOR-17013091; http://www.chictr.org.cn/showproj.aspx?proj=22142
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Affiliation(s)
- Shuang Li
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Guoqing Li
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Ying Liu
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Wanying Xu
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Ningning Yang
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Haoyuan Chen
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Ning Li
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Kunpeng Luo
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Shizhu Jin
- Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
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Leite AF, Vasconcelos KDF, Willems H, Jacobs R. Radiomics and Machine Learning in Oral Healthcare. Proteomics Clin Appl 2020; 14:e1900040. [PMID: 31950592 DOI: 10.1002/prca.201900040] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Revised: 12/09/2019] [Indexed: 12/12/2022]
Abstract
The increasing storage of information, data, and forms of knowledge has led to the development of new technologies that can help to accomplish complex tasks in different areas, such as in dentistry. In this context, the role of computational methods, such as radiomics and Artificial Intelligence (AI) applications, has been progressing remarkably for dentomaxillofacial radiology (DMFR). These tools bring new perspectives for diagnosis, classification, and prediction of oral diseases, treatment planning, and for the evaluation and prediction of outcomes, minimizing the possibilities of human errors. A comprehensive review of the state-of-the-art of using radiomics and machine learning (ML) for imaging in oral healthcare is presented in this paper. Although the number of published studies is still relatively low, the preliminary results are very promising and in a near future, an augmented dentomaxillofacial radiology (ADMFR) will combine the use of radiomics-based and AI-based analyses with the radiologist's evaluation. In addition to the opportunities and possibilities, some challenges and limitations have also been discussed for further investigations.
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Affiliation(s)
- André Ferreira Leite
- Department of Dentistry, Faculty of Health Sciences, University of Brasília, Brasília, 70910-900, Brazil.,Omfsimpath Research Group, Department of Imaging and Pathology, Biomedical Sciences, KU Leuven and Dentomaxillofacial Imaging Department, University Hospitals Leuven, Leuven, 3000, Belgium
| | - Karla de Faria Vasconcelos
- Omfsimpath Research Group, Department of Imaging and Pathology, Biomedical Sciences, KU Leuven and Dentomaxillofacial Imaging Department, University Hospitals Leuven, Leuven, 3000, Belgium
| | - Holger Willems
- Relu, Innovatie-en incubatiecentrum KU Leuven, Leuven, 3000, Belgium
| | - Reinhilde Jacobs
- Omfsimpath Research Group, Department of Imaging and Pathology, Biomedical Sciences, KU Leuven and Dentomaxillofacial Imaging Department, University Hospitals Leuven, Leuven, 3000, Belgium.,Department of Dental Medicine, Karolinska Institutet, Huddinge, 17177, Sweden
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ESR statement on new approaches to undergraduate teaching in Radiology. Insights Imaging 2019; 10:109. [PMID: 31745669 PMCID: PMC6863988 DOI: 10.1186/s13244-019-0804-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Accepted: 10/10/2019] [Indexed: 01/25/2023] Open
Abstract
Medical education is evolving and electronic learning (e-Learning) strategies have now become an essential asset in radiology education. Radiology education is a significant part of the undergraduate medical curriculum and the use of e-Learning in radiology teaching in medical schools is on the rise. If coupled with clinical decision support systems, e-Learning can be a practical way of teaching students clinical decision making, such as selecting the diagnostic imaging tests that are best suited in certain clinical scenarios.The innovative concept of flipped classroom learning encourages students to work independently and maximises the application of learnt contents in interactive classroom sessions.For integrated curricula with their student-centred, problem-based, and community-based design, an approach to systematically integrate radiology may be to define diagnostic reasoning as one of the core goals. Radiologists as teachers and scholars may understand themselves as experts in diagnostic reasoning and in mentoring how to make medical decisions.Computer programs simulating the routine work are available and can be used to teach the recognition of anatomical structures and pathological patterns, and also to teach ultrasonography and interventional radiology, maximising patient safety.
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de Oliveira MLB, Verner FS, Kamburoğlu K, Silva JNN, Junqueira RB. Effectiveness of Using a Mobile App to Improve Dental Students’ Ability to Identify Endodontic Complications from Periapical Radiographs. J Dent Educ 2019; 83:1092-1099. [DOI: 10.21815/jde.019.099] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2018] [Accepted: 01/17/2019] [Indexed: 12/14/2022]
Affiliation(s)
| | - Francielle Silvestre Verner
- Department of Dentistry; Division of Oral Diagnosis; Federal University of Juiz de Fora; Campus GV; Governador Valadares Minas Gerais Brazil
| | - Kıvanç Kamburoğlu
- Dentomaxillofacial Radiology Department; Ankara University Faculty of Dentistry; Ankara Turkey
| | | | - Rafael Binato Junqueira
- Department of Dentistry; Division of Endodontics; Federal University of Juiz de Fora; Campus GV; Governador Valadares Minas Gerais Brazil
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Dragan IF, Pirc M, Rizea C, Yao J, Acharya A, Mattheos N. A global perspective on implant education: Cluster analysis of the "first dental implant experience" of dentists from 84 nationalities. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:251-265. [PMID: 30710398 DOI: 10.1111/eje.12426] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2018] [Accepted: 01/19/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVES The aim of this cross-sectional study was to explore the demographic and educational patterns related to the dentists' first implant dental experience. MATERIAL AND METHODS Participants of a Massive Open Online Course in implant dentistry who have placed and restored implants completed a 25-item online questionnaire investigating their pathway of education and assessing their experience with the "first implant placement." Exploratory analysis included hierarchical clustering using 9 demographic categorical factors. RESULTS A total of 1015 respondents from 84 countries formed 5 distinct clusters. Age and work experience were dominant clustering traits, decreasing from Cluster 1 to Cluster 5. Clusters 1 and 3 represented "senior" and "younger" general dental practitioners, respectively, whilst Clusters 2 and 4 represented post-graduate educated clinicians. Cluster 5 represented recent graduates. Asia, South America and Africa were over-represented in "younger" clusters. Time in practice was a significant determinant of attitudes, followed by completion of post-graduate education. There were significant differences in reported patterns of challenges and complications depending on dentists' time in practice, age and post-graduate education. Challenge in implant positioning was more frequently identified by "young post-graduate" educated dentists. Recent graduates reported having the fewest complications of all clusters. Obtaining implant education in University settings was most frequently recommended by clusters of dentists with post-graduate education. CONCLUSIONS Time in practice is a parameter to be considered when designing implant education. The absence of structured education and mentorship might lead to inability to properly assess treatment outcomes and identify complications. Quality-assured and practice-directed education is needed at a global level, to support in particular, recent graduates who now seem to engage with implant dentistry early in their career.
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Affiliation(s)
- Irina F Dragan
- Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts
| | - Miha Pirc
- Dental Medicine Section, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Cristina Rizea
- Removable Prosthodontics Department, Faculty of Dentistry, University of Medicine and Pharmacy, Bucharest, Romania
| | - Jie Yao
- Implant Dentistry, Faculty of Dentistry, The University of Hong Kong, Hong Kong, Hong Kong
| | - Aneesha Acharya
- Implant Dentistry, Faculty of Dentistry, The University of Hong Kong, Hong Kong, Hong Kong
- Department of Periodontology, Dr. D Y Patil Dental College and Hospital, Dr. D Y Patil Vidyapeeth, Pune, India
| | - Nikos Mattheos
- Implant Dentistry, Faculty of Dentistry, The University of Hong Kong, Hong Kong, Hong Kong
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Signori C, de Oliveira EF, Mendes FM, Braga MM, Opdam NJM, Cenci MS. Impact of a diagnostic workshop on undergraduate teaching-learning process for the diagnosis and management of tooth restorations-A randomised controlled study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:304-315. [PMID: 30729631 DOI: 10.1111/eje.12431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE The aim of this study was to investigate the impact of a diagnostic workshop on undergraduate teaching-learning process for the diagnosis and management of tooth restorations. METHODS The first stage of the study was a randomised controlled study with two parallel groups: lecture (L) and lecture coupled with a diagnostic workshop (LW). A pool of cases of tooth restorations including secondary caries and marginal defects was used for training. Theoretical knowledge, perception about the activity and practical abilities were evaluated. The second stage of the study assessed students' theoretical knowledge retention six months following intervention. All students included in the first stage of the study were exposed to LW. Hence, a new control group of students not exposed to LW was selected. One-way analysis of variance, Fisher's exact test, Kruskal-Wallis test and multilevel regression analysis were used as part of statistical analysis. RESULTS The LW group had greater scores for the assignment of lesion severity and activity, presence of marginal defect and treatment indication than the L group (P < 0.05). Multilevel regression analysis showed a positive impact of the workshop diagnosis in the correct assessment of lesion activity (P = 0.03). There was no statistical difference between the LW and L groups in students' perception of the activity. The LW group showed greater knowledge retention after six months than the L group (P = 0.027). CONCLUSION Lecture coupled with diagnostic workshop improved students' practical skills of diagnosis restorations and knowledge retention in the six months following intervention.
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Affiliation(s)
- Cácia Signori
- Federal University of Pelotas, Graduate Program in Dentistry, Pelotas, Brazil
| | | | - Fausto M Mendes
- University of São Paulo, Graduate Program in Dentistry, São Paulo, Brazil
| | - Mariana M Braga
- University of São Paulo, Graduate Program in Dentistry, São Paulo, Brazil
| | - Niek J M Opdam
- College of Dental Sciences, Preventive and Restorative Dentistry, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Maximiliano S Cenci
- Federal University of Pelotas, Graduate Program in Dentistry, Pelotas, Brazil
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Pacheco-Pereira C, Senior A, Green J, Watson E, Rasmussen K, Compton SM. Assessing students' confidence in interpreting dental radiographs following a blended learning module. Int J Dent Hyg 2019; 17:280-287. [PMID: 30861309 DOI: 10.1111/idh.12394] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 02/23/2019] [Accepted: 03/07/2019] [Indexed: 11/28/2022]
Abstract
OBJECTIVE This study assessed senior dental hygiene (DH) students' self-reported confidence in interpreting dental radiographs following the introduction of a blended learning (BL) module for radiology interpretation. The assessment of students was conducted five months prior to graduation. METHODS A BL oral radiology module was designed. In order to capture the context, descriptions and differences of students' experience and confidence, a qualitative research approach was selected. Data were captured using a semi-structured interview process and analysed using phenomenographic methods. RESULTS Sixteen students were interviewed. Blinded transcripts were analysed, and the main themes relating to confidence were extracted and arranged into categories. The categories were coded as to how confident (low, medium or high) each of the students felt specific to varying contexts and complexities of radiographic interpretation. CONCLUSION Predominately, the BL model had a positive impact on DH students' confidence in the interpretation of radiographic findings. However, when asked about their level of overall confidence in interpreting dental radiographs, students still did not describe themselves as confident for all potential findings on radiographs at this point in their education. The students highlighted the importance of having patient history details and clinical assessment findings included in the interpretation exercises and expressed a desire to collaborate with other professionals when interpreting radiographs.
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Affiliation(s)
- Camila Pacheco-Pereira
- Faculty of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Anthea Senior
- Faculty of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- Faculty of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Ellen Watson
- Centre for Teaching and Learning, University of Alberta, Edmonton, Alberta, Canada
| | - Kari Rasmussen
- Digital Content Management and Delivery, Government of Alberta, Edmonton, Alberta, Canada
| | - Sharon M Compton
- Faculty of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Jarrett-Thelwell FD, Burke JR, Poirier JN, Petrocco-Napuli K. A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities. THE JOURNAL OF CHIROPRACTIC EDUCATION 2019; 33:21-29. [PMID: 30444635 PMCID: PMC6417870 DOI: 10.7899/jce-17-26] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 03/01/2018] [Accepted: 03/29/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. METHODS: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ2 Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. RESULTS: Test scores were higher for the integrative approach than for the traditional face-to-face method ( p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method ( p < .05). CONCLUSION: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.
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Nagendrababu V, Pulikkotil SJ, Sultan OS, Jayaraman J, Soh JA, Dummer PMH. Effectiveness of technology-enhanced learning in Endodontic education: a systematic review and meta-analysis. Int Endod J 2018; 52:181-192. [DOI: 10.1111/iej.12995] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Accepted: 08/06/2018] [Indexed: 01/25/2023]
Affiliation(s)
- V. Nagendrababu
- Division of Clinical Dentistry; School of Dentistry; International Medical University; Kuala Lumpur Malaysia
| | - S. J. Pulikkotil
- Division of Clinical Dentistry; School of Dentistry; International Medical University; Kuala Lumpur Malaysia
| | - O. S. Sultan
- Division of Clinical Dentistry; School of Dentistry; International Medical University; Kuala Lumpur Malaysia
| | - J. Jayaraman
- Division of Community and Children Oral Health; School of Dentistry; International Medical University; Kuala Lumpur Malaysia
| | - J. A. Soh
- School of Dentistry; International Medical University; Kuala Lumpur Malaysia
| | - P. M. H. Dummer
- School of Dentistry; College of Biomedical and Life Sciences; Cardiff University; Cardiff UK
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Botelho MG, Agrawal KR, Bornstein MM. An systematic review of e-learning outcomes in undergraduate dental radiology curricula-levels of learning and implications for researchers and curriculum planners. Dentomaxillofac Radiol 2018; 48:20180027. [PMID: 30028185 DOI: 10.1259/dmfr.20180027] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
OBJECTIVES To examine the outcomes of e-learning or blended learning interventions in undergraduate dental radiology curricula and analyze the nature of the knowledge levels addressed in learning interventions. METHODS A systematic literature review was performed using a search strategy based on MeSH key words specific to the focus question and indexed in the MEDLINE database. The search again was supplemented by hand-searching of selected journals. Data were extracted relating to outcomes of knowledge and student perceptions. Analysis of the e-learning intervention was performed using a new framework to examine the level of knowledge undertaken: (1) remember/understand (2) analysis or evaluation or diagnosis and (3) performance ("knows how" or "shows how"). RESULTS From the selected 17 papers, 11 were positive about student reported outcomes of the interventions, and 8 reported evidence that e-learning interventions enhanced learning. Out of the included studies, 8 used e-learning at the level of remember/understand, 4 at the level of analysis/evaluate/diagnosis, and 5 at the level of performance ("knows how," "shows how"). CONCLUSIONS The learning objectives, e-learning intervention, outcome measures and reporting methods were diverse and not well reported. This makes comparison between studies and an understanding of how interventions contributed to learning impractical. Future studies need to define "knowledge" levels and performance tasks undertaken in the planning and execution of e-learning interventions and their assessment methods. Such a framework and approach will focus our understanding in what ways e-learning is effective and how it contributes to better evidence-based e-learning experiences.
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Affiliation(s)
- Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Kalpana R Agrawal
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Michael M Bornstein
- Oral and Maxillofacial Radiology, Applied Oral Sciences, Faculty of Dentistry, The Universityof Hong Kong, Hong Kong, China
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