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Liang L, Nagasawa M, Ha V, Lin AJ, Akiba Y, Akiba N, Yamakami SA, Uoshima K, Ohyama H. Association between gender and self-assessment skills amongst Japanese dental students. J Dent Sci 2024; 19:1533-1539. [PMID: 39035302 PMCID: PMC11259621 DOI: 10.1016/j.jds.2023.12.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 12/27/2023] [Indexed: 07/23/2024] Open
Abstract
Background/purpose Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methods Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students' work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Results Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, -0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (-0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). Conclusion Niigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Amy J. Lin
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Shelyn A. Yamakami
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
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Liang L, Lin AJ, Ha V, Chutinan S, Ohyama H. Evaluating dental student self-assessment across preclinical anatomy waxing and operative exercises. J Dent Educ 2024. [PMID: 38562110 DOI: 10.1002/jdd.13536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 02/13/2024] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE/OBJECTIVE A career in healthcare is built on the foundations of continuous self-reflection and self-assessment. Previous studies have solely compared student self-assessment to faculty grades in a single discipline. The objective of this study was to investigate whether associations of a student's self-assessment skills exist across multiple disciplines in the predoctoral setting. METHODS Sixty-five students from two class years at the Harvard School of Dental Medicine completed preclinical competency exams in dental anatomy waxing and operative dentistry. The difference between the student's self-assessment score and average faculty grade for each exercise was calculated as the student‒faculty (S-F) gap, which served as a proxy to determine how students evaluate their work. Regression analysis was performed to assess associations between wax-up and preclinical operative S-F gaps. RESULTS Mean S-F gaps for waxing and preclinical operative procedures were positive (5.7 ± 6.1 and 7.6 ± 6.7, respectively). Additionally, students in the lower quartile tended to overestimate performance to a greater degree than their peers in the upper quartile. Furthermore, the waxing S-F gaps were positively associated with S-F gaps of each operative procedure, particularly with the combined operative exercise S-F gaps, where a statistically significant association was seen (coefficient = 0.28; p = 0.04). CONCLUSION(S) Previously, we identified a negative correlation between students' self-assessment skills (S-F gaps) and their preclinical performance. In this study, we further demonstrated an association of S-F gaps in two fundamental exercises: wax-up and operative dentistry. This underscores the roles of S-F gaps as possible indicators of students' preclinical and clinical performance, and it holds potential to become a widely standardized and applicable calculation that may help evaluate the effectiveness of the dental curricula and optimize student learning.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Amy J Lin
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Cevallos M, Pardo A, Kakadia R, Jiang T, Chutinan S. Can self-assessment ability predict student performance in a dental anatomy course? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:79-85. [PMID: 37145843 DOI: 10.1111/eje.12916] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 11/28/2022] [Accepted: 04/21/2023] [Indexed: 05/06/2023]
Abstract
INTRODUCTION The development of early self-assessment skills and determining its correlation with academic performance could provide evidence to alter dental curricula. The aim of this retrospective study was to examine the relationships between students' early self-assessment ability in waxing and three different evaluation methods (waxing assessment, written examinations, and tooth identification examination) in a dental anatomy course. MATERIALS AND METHODS The dental anatomy scores during the academic years of 2018-2019 and 2019-2020 from two cohorts of second-year pre-doctoral dental students at the Harvard School of Dental Medicine were analyzed. Regression analyses were completed to assess the relationship between all evaluation methods. RESULTS There was a statistically significant correlation between self-assessment ability and the waxing assessment but no significant correlation between self-assessment ability and the other evaluation methods. CONCLUSION Our results showed that the introduction of self-assessments in dental anatomy waxing was correlated with successful waxing skills. Furthermore, a relevant finding is that students who received higher classifications were also capable of doing better self-assessments. These findings provide evidence that impacts dental curricula.
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Affiliation(s)
| | - Armando Pardo
- Department of Integrated Dentistry, Faculty of Dentistry, Universitat International de Catalunya (UIC), Barcelona, Spain
| | | | - Tien Jiang
- Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Bizhang M, Adib Shaban H, Vahlenkamp A, Zimmer S, Möltner A, Ehlers J. Reduction of discrepancies between students and instructors in the assessment of practical tasks through structured evaluation sheets and peer feedback. Sci Rep 2024; 14:1514. [PMID: 38233449 PMCID: PMC10794213 DOI: 10.1038/s41598-024-51953-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 01/11/2024] [Indexed: 01/19/2024] Open
Abstract
The aim of this study was to reduce discrepancies between students and instructors in a preclinical dental course by employing structured peer feedback based on a detailed evaluation sheet. In a crossover study of dental students (n = 32), which compared peer feedback using an evaluation sheet (test) with the traditional method (control), participants completed tasks involving cavity and partial crown preparation. The practical tasks were scored numerically on a scale ranging from one (excellent) to six (failure). The amount of feedback provided by the instructor was also recorded. Statistical analysis was conducted using Wilcoxon signed-rank tests (p < 0.05). Regarding cavity preparation, no statistically significant difference was observed (median (25th-75th percentile)) between the grades received by the test (2.00 (1.50-3.00)) and control groups (2.25 (2.00-3.00)). However, the grades pertaining to partial crown preparation exhibited a statistically significant difference between the test (2.25 (2.00-2.50)) and control (2.50 (2.00-3.00)) groups. LimeSurvey and five-finger feedback were used to assess satisfaction with the new method, revealing that most students found the evaluation sheet and peer feedback to be effective. Within the limitations of this study, structured peer feedback using the evaluation sheet positively impacted grades pertaining to partial crown preparation, requiring less instructor feedback.
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Affiliation(s)
- Mozhgan Bizhang
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany.
| | - Havre Adib Shaban
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Vahlenkamp
- Faculty of Health, Department of Prosthodontics and Dental Technology, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Stefan Zimmer
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Möltner
- Center of Excellence for Assessment in Medicine, University of Heidelberg, Grabengasse 1, 69117, Heidelberg, Germany
| | - Jan Ehlers
- Chair of Didactics and Educational Research in Health Care, Witten/Herdecke University, 58448, Witten, Germany
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Alfakhry G, Mustafa K, Ybrode K, Jazayerli B, Milly H, Abohajar S, Hassan H, Alhomsi K, Jamous I. Evaluation of a workplace assessment method designed to improve self-assessment in operative dentistry: a quasi-experiment. BMC MEDICAL EDUCATION 2023; 23:491. [PMID: 37400864 DOI: 10.1186/s12909-023-04474-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 06/24/2023] [Indexed: 07/05/2023]
Abstract
BACKGROUND Dental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees' self-assessment of operative procedures. METHODS A Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of self-assessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%. RESULTS Thirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants' self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants' attitudes towards the assessment method were positive. CONCLUSIONS The findings suggest that the self DOPS method was effective in developing participants' ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.
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Affiliation(s)
- Ghaith Alfakhry
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.
- Education Quality and Scientific Research Office, Al-Sham Private University, Baramekeh, City Center, Damascus Governorate, Syria.
- Faculty of Dental Medicine, Damascus University, Damascus, Syria.
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Kamal Ybrode
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Bashar Jazayerli
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Milly
- Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Salam Abohajar
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
- Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Hassan
- Department of Periodontology, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khaled Alhomsi
- Department of Biomedical Sciences, Al-Sham Private University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
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Kurian N, Varghese VS, Varghese KG, Abraham G. Computer-aided design software-enabled preclinical prosthodontic training: A digital education technique. J Indian Prosthodont Soc 2023; 23:303-305. [PMID: 37929371 PMCID: PMC10467314 DOI: 10.4103/jips.jips_83_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/04/2023] [Accepted: 05/13/2023] [Indexed: 11/07/2023] Open
Abstract
The prosthodontics preclinical training modules involve textbook-based two-dimensional (2D) ideal images and practicing on manikin models to emulate ideal tooth preparations and teeth arrangements. Relying solely on 2D images as objectives for preclinical exercises limits the trainee's creative skills to instructions of textbooks and clinical instructions received. With advancements in digital dentistry, dental trainees should have early exposure to the three-dimensional (3D) rendering of ideal preclinical objectives. A dental education technique using computer-aided design software and smartphones is described that will allow 3D rendering of ideal prosthodontic training assignments allowing early exposure to digital dentistry for dental training students.
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Affiliation(s)
- Nirmal Kurian
- Department of Prosthodontics, Christian Dental College, Ludhiana, Punjab, India
| | - Vinaya Susan Varghese
- Department of Conservative Dentistry and Endodontics, Christian Dental College, Ludhiana, Punjab, India
| | | | - George Abraham
- Technical Department, DentCare Dental Lab., Muvattupuzha, Kerala, India
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Praveen G, Pujitha D, Lakshmi Durga IS, Uddaraju SR, Narisetty SGP, Sayana RG, Vanapalli T, Pakalapati S, Mokkarala SLT. Comparing traditional and comprehensive clinical training methods in dental education: a study of students' self-confidence and clinical performance. Br Dent J 2023; 234:682-686. [PMID: 37173495 DOI: 10.1038/s41415-023-5791-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 01/30/2023] [Accepted: 02/07/2023] [Indexed: 05/15/2023]
Abstract
Aim To compare students' self-confidence levels and clinical performance scores between traditional and comprehensive clinical training methods in dental schools in India.Methods A snowball sampling of undergraduate dental students who had completed their final year during 2021-2022 was undertaken. A questionnaire was designed and distributed to investigate students' self-confidence in performing 35 clinical procedures on a 5-point Likert scale. Additionally, the clinical performance score in external practical assessment during final year was assessed to correlate the self-confidence levels with traditional and comprehensive clinical training methods.Results Students reported a higher level of self-confidence trained under the comprehensive (3.41 ± 0.40) compared with the traditional method (3.07 ± 0.50) (p <0.05). Interestingly, the median clinical performance score was higher for students using the traditional method (2.88) than for those using the comprehensive method (2.44); however, no significant difference was observed (p = 0.460). The correlation between self-confidence and clinical performance scores was strongly positive (r = 0.521).Conclusion This study concluded that both traditional and comprehensive clinical training methods have strengths and weaknesses. Combining these two methods could improve clinical training in India.
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Affiliation(s)
- Gadde Praveen
- Department of Public Health Dentistry, Vishnu Dental College, Bhimavaram, India.
| | - Danda Pujitha
- Department of Public Health Dentistry, Vishnu Dental College, Bhimavaram, India
| | | | - Shivaji Raju Uddaraju
- Department of Oral and Maxillofacial Surgery, Vishnu Dental College, Bhimavaram, India
| | | | | | - Tejaswi Vanapalli
- Department of Public Health Dentistry, Vishnu Dental College, Bhimavaram, India
| | - Sushma Pakalapati
- Registered Dental Assistant, Lakewood Hills Dental, Lewisville, Texas, USA
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Ellakany P, El Tantawi M, Al-Eraky DM, Aly NM, Al-Eraky MM. Self-assessment and peer-assessment of the psychomotor skills in preclinical prosthodontics: A prospective study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35920079 DOI: 10.1111/eje.12846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Students' self-assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self-assessment score (SAS), peer-assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. MATERIALS AND METHODS A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated-measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. RESULTS SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2 = 0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p < .0001). CONCLUSIONS PAS helped develop the skills of dental students during training, while SAS had an impact on their total preclinical score. Different student-centred activities are needed to support students' preclinical training in fixed prosthodontics courses.
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Affiliation(s)
- Passent Ellakany
- Department of Substitutive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Maha El Tantawi
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Doaa M Al-Eraky
- Department of Biomedical Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Nourhan M Aly
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Mohamed M Al-Eraky
- Academic Initiatives Directorate, Vice-Presidency for Academic Affairs, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Kornmehl DL, Aldosari M, Tabassian LJ, Park SE, Ohyama H. Association of admissions factors with student performance in preclinical operative dentistry. J Dent Educ 2022; 86:1390-1398. [PMID: 35534921 DOI: 10.1002/jdd.12946] [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: 10/10/2021] [Revised: 02/28/2022] [Accepted: 04/05/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVE Admission to dental school is based on various factors including academic achievements in undergraduate coursework and the Dental Admission Test (DAT) scores. Students' success in an operative course requires fundamental knowledge, hand skills, spatial awareness, and self-assessment ability. The goal of this study is to evaluate how admissions factors, such as Grade Point Average (GPA) and DAT, including the Perceptual Ability Test (PAT), relate to students' academic and preclinical performance and self-assessment skills in preclinical operative dentistry. METHODS A total of 239 students were included from seven class years (2016-2022). Third-year dental students participated in a preclinical operative dentistry course. At the end of the course, they took the final multiple-choice exam and performed four competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Calibrated faculty graded students' work independently and students also self-assessed their performance using the same rubrics as faculty. Linear regressions were performed to estimate the association between the admission factors with the mean faculty scores (measuring preclinical performance), student-faculty (S-F) gap scores (evaluating self-assessment skills), and their final didactic exam scores. RESULTS Overall, students' self-assessment was higher compared to faculty score. Linear regression analysis demonstrated positive correlations between the PAT and students' preclinical performance as well as between the DAT and their didactic exam scores. In general, S-F gap score decreased as PAT score increased, and it was statistically significant lower for the Class III preparation, indicating a better self-assessment skill. No correlations were observed between student performance and GPA scores. CONCLUSION The findings from the association between student performance and admission factors may play an important role in the dental school admissions process and assist students who may benefit from early faculty intervention and support.
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Affiliation(s)
- David L Kornmehl
- Department of Dentistry, Montefiore Medical Center, Albert Einstein College of Medicine, New York City, New York.,Harvard School of Dental Medicine, Boston, Massachusetts
| | - Muath Aldosari
- Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia.,Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts
| | | | - Sang E Park
- Office of Dental Education, Harvard School of Dental Medicine, Boston, Massachusetts
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts
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Inoue N, Aldosari M, Park SE, Ohyama H. The impact of COVID-19 pandemic on student performance and self-evaluation in preclinical operative dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:377-383. [PMID: 34520609 PMCID: PMC8652620 DOI: 10.1111/eje.12713] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 08/17/2021] [Accepted: 09/01/2021] [Indexed: 06/05/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in-person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self-evaluation capabilities. MATERIALS AND METHODS Thirty-eight students were introduced to this restructured course. Their performance in a final multiple-choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self-assessment of these preclinical competency assessments were then compared with the pre-COVID pandemic (P-CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self-assessment scores, student-faculty score gaps (S-F gaps) and absolute S-F gaps seen between the class impacted by the pandemic and the P-CP classes. RESULTS The results demonstrated that students during the COVID-19 pandemic (D-CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S-F gap was smaller in this cohort as compared with the P-CP classes. CONCLUSION Despite the challenges of restructuring the preclinical curricula, D-CP students performed better than their P-CP predecessors in multiple facets of this Operative Dentistry course including self-assessment accuracy.
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Affiliation(s)
- Natalie Inoue
- Harvard School of Dental MedicineBostonMassachusettsUSA
| | - Muath Aldosari
- Department of Periodontics and Community DentistryKing Saud University College of DentistryRiyadhSaudi Arabia
- Department of Oral Health Policy and EpidemiologyHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Sang E. Park
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
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Fonseca A, Guimarães VBDS, Rodrigues-Junior SA, Fonseca AAR, de Azevedo RA, Corrêa MB, Lund RG. Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:352-359. [PMID: 33783136 DOI: 10.1002/ase.2078] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 12/29/2020] [Accepted: 03/26/2021] [Indexed: 06/12/2023]
Abstract
This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal-Wallis test, and Mann-Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.
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Affiliation(s)
- Ademar Fonseca
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Victoria B da S Guimarães
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Sinval A Rodrigues-Junior
- Health Sciences Post-Graduate Program, Regional Community University of Chapecó - Unochapecó, Chapecó, Brazil
| | - Alisson A R Fonseca
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Renato A de Azevedo
- Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil
| | - Marcos B Corrêa
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Rafael G Lund
- Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
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Tabassian LJ, Nagasawa M, Ba AK, Akiba N, Akiba Y, Uoshima K, Ohyama H. Comparing dental student preclinical self-assessment in the United States and Japan. J Dent Educ 2021; 86:21-28. [PMID: 34437721 DOI: 10.1002/jdd.12779] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 08/07/2021] [Accepted: 08/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Self-assessment is an essential skill for dental professionals. Understanding global trends in self-assessment can highlight the learning needs of students across a diversity of cultural backgrounds. The aim of this study is to compare the self-assessment ability of dental students in the United States and Japan, where cultural backgrounds may differ. METHODS Students in the United States (n = 176) completed a typodont premolar and anterior Class II and Class III preparation and restoration. Students in Japan (n = 175) completed a typodont premolar crown preparation. Students and faculty then evaluated the student performance using rubrics for each respective procedure. The difference between the student's self-assessment score and the average faculty score (S-F gap) was calculated and the data were analyzed. RESULTS The mean S-F gap was 2.8% in Japan and 7.6% in the United States. This indicates that Japanese students tended to assess themselves closer to their faculty graders than students in the United States. On average, students in both countries scored themselves higher than their faculty graders. Students in the United States more frequently overestimated their performance and students in Japan more frequently underestimated their performance. For students in the lower quartile, the mean S-F gap was 5.1% in Japan and 14.6% in the United States, indicating a large cultural discrepancy in the lower quartile groups. CONCLUSIONS Although different preclinical procedures were compared, our findings demonstrated that Japanese students may score themselves more closely to their faculty assessors than students in the United States. Further investigation with more students completing the same preclinical activity will be needed.
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Affiliation(s)
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Aisha K Ba
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Kornmehl DL, Patel E, Agrawal R, Harris JR, Ba AK, Ohyama H. The effect of gender on student self-assessment skills in operative preclinical dentistry. J Dent Educ 2021; 85:1511-1517. [PMID: 33990132 DOI: 10.1002/jdd.12638] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 04/06/2021] [Accepted: 04/13/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVE Self-assessment is a fundamental skill for dentists and other health care providers. It enables these professionals' ability to critically evaluate the quality of their clinical work and improve through self-directed learning. Researchers have investigated how gender affects self-assessment skills and have shown that male students tend to overestimate their performance while female students tend to underestimate theirs as compared to peer or faculty assessment. The goal of this study was to evaluate how the self-assessment skills of dental students differ by gender in operative preclinical dentistry. METHODS Third-year dental students (N = 208, Class of 2016-2021) self-assessed their work using the same rubrics as faculty on four operative dentistry competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Two calibrated full-time faculty graded all procedures independently. The Student self-assessment-Faculty grade (S-F) gap scores were calculated and statistically analyzed. RESULTS Overall, both genders overestimated their self-assessment for all four procedures as compared to actual scores given by faculty. Males overestimated more significantly than females for Class II Amalgam preparation, but not for the other three procedures. However, when the S-F gap for all procedures was combined and analyzed together, male students significantly overestimated their self-assessments compared to female students. When female and male students grading scores were stratified into quartiles, there were significantly larger differences between males and females in the lower quartiles, which suggest that difference in self-assessment abilities was more prominent among the lower performing students. CONCLUSION The results of this study demonstrate that gender may affect the accuracy of self-assessment in operative preclinical dentistry.
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Affiliation(s)
| | - Eshani Patel
- VA Loma Linda Healthcare System, Loma Linda, California, USA
| | - Ruchika Agrawal
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | | | - Aisha K Ba
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Chutinan S, Kim J, Chien T, Meyer HY, Ohyama H. Can an interactive case-based activity help bridge the theory-practice gap in operative dentistry? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:199-206. [PMID: 32799409 DOI: 10.1111/eje.12591] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 07/06/2020] [Accepted: 07/23/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION A theory-practice gap in pre-doctoral dental education is a common source of stress for dental students. An interactive, small-group, case-based activity was designed to bridge the gap between pre-clinical and clinical experiences. The aim of our study was to assess the effectiveness of the case-based activity by evaluating students' comfort level in operative procedures. MATERIALS AND METHODS Over 5 years, a total of 172 second-year students from the classes of 2017 through 2021 participated in the case-based activity delivered after the completion of the core operative dentistry course. The exercise included a pre-activity online quiz, an in-class case-based session and a laboratory exercise. Students' self-reported comfort levels in performing operative procedures were collected by surveys at three different times. They included the post-course survey distributed after the completion of the core operative dentistry course, the post-activity survey distributed after the completion of the case-based activity, and the follow-up survey distributed after students completed their first operative procedures in clinic. RESULTS There was a 93% response rate. The average rating of all eight statements revealed statistically significant increase in students' comfort level after completing the case-based activity and after performing their first operative procedures in the teaching practice. CONCLUSION This observation suggests that the case-based activity was effective in raising students' comfort levels. The activity may serve as an important tool in bridging the theory-practice gap between pre-clinical and clinical operative experiences.
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Affiliation(s)
- Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Jiyeon Kim
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Tiffany Chien
- Resident, The Advanced Education Program in Endodontics, New York University College of Dentistry, New York, NY, USA
| | - Helen Yang Meyer
- Endodontist, Colorado Endodontic Group, Colorado Springs, Colorado, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Liu CS, Wang YM, Lin HN. An 8-year retrospective survey of assessment in postgraduate dental training in complicated tooth extraction competency. J Dent Sci 2020; 16:S1991-7902(20)30243-9. [PMID: 33520117 PMCID: PMC7836295 DOI: 10.1016/j.jds.2020.11.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 11/07/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND/PURPOSE Direct observation of procedural skills (DOPS) has been increasingly used in health education in recent years. This study evaluated the effect of education and trainees' perception of assessment on the clinical skills of postgraduate dental trainees in complicated tooth extraction. MATERIALS AND METHODS This study was conducted as a retrospective survey among postgraduate dental trainees learning complicated tooth extraction in Taipei and Linkou Chang Gung Memorial Hospital from 2012 to 2019. Practical skills were assessed using DOPS by trainees and faculty members. Each clinical case included a complicated extraction of a permanent tooth. RESULTS A total of 69 participants (26 men and 43 women, average age = 26.49 years, range = 24-34 years) were included in this study. Within the survey cohort, faculty assessments scored significantly higher than did trainees' self-assessments in each complicated tooth extraction procedure, with no difference between both sexes. The higher-performing trainees tended to underrate their performance much more than did the lower-performing trainees. More than 40% of the trainees evaluated themselves as having "poor capability" in some invasive surgical procedures, even though their actual performance was not lower than that of those who evaluated themselves as having adequate or good capability. CONCLUSION Self-assessment skills should be developed with more practice and experience. We hope that these findings can guide the planning of faculty development programs for clinical instructors, particularly the new cohort of faculty who will succeed the rapidly retiring boomer generation in the next 10 years.
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Affiliation(s)
- Chin-Sheng Liu
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Yuan-Min Wang
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Hsiu-Na Lin
- Departments of Prosthodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
- Graduate Institute of Dental and Craniofacial Science, Chang Gung University, Taoyuan, Taiwan
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Rethinking Assessment Concepts in Dental Education. Int J Dent 2020; 2020:8672303. [PMID: 33123198 PMCID: PMC7584943 DOI: 10.1155/2020/8672303] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 09/22/2020] [Accepted: 10/04/2020] [Indexed: 01/08/2023] Open
Abstract
Introduction Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student's learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen's kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.
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Rajan S, Chen HY, Chen JJ, Chin-You S, Chee S, Chrun R, Byun J, Abuzar M. Final year dental students' self-assessed confidence in general dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:233-242. [PMID: 31845456 DOI: 10.1111/eje.12489] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 10/20/2019] [Accepted: 12/12/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Self-assessment is an important introspective skill that dental professionals will utilise throughout their professional career. Its value lies in its ability to help individuals identify areas of strengths and weakness, and subsequently seek further development of professional skills where needed. The aim of this study was to investigate the correlation between self-assessed confidence and the assessment grade of final year dental students based on the professional attributes and competencies of newly qualified dentists outlined by the Australian Dental Council (ADC). METHODS Ethical approval was obtained prior to distribution of a questionnaire with 45 statements to final year dental students. The survey was created based on the learning outcomes of the ADC guidelines in the domains of "scientific and clinical knowledge" and "patient care." Participants indicated their level of self-assessed confidence by marking "X" on a visual analogue scale (VAS) from zero ("No Confidence") to 10 cm ("Very Confident"). The assessment grade was based on OSCE, viva voce, case report and written paper. RESULTS A total of 58 (71.6%) dental students participated in the survey. The reported self-assessed confidence over two domains were under "patient care": clinical information gathering 8.92 ± 1.07 cm (range =3.94-10.0 cm: n = 58; 100%), clinical diagnosis and management planning 8.26 ± 1.34 cm (range =0.50-9.95 cm: n = 55; 94.8%), clinical treatment and evaluation, 6.07 ± 1.69 cm (range =0-10.00 cm: n = 55; 94.8%), and "scientific and clinical knowledge": 6.98 ± 1.58 cm (range =0-10.00 cm: n = 58; 100.0%). Within these categories, high confidence was reported for routine dental care (caries management and preventive care) whilst lower confidence was reported for the management of oral medicine and pathologies, dental emergencies, trauma, paediatric dentistry and prosthodontics. Correlation between the assessment grade and the overall score of self-assessed confidence is low positive (r = .225) and not statistically significant (n = 46; P = .132, Spearman'sρ). CONCLUSIONS The final year dental students appear to have good overall self-assessed confidence in core areas of general dentistry. However, confidence seems to be over-estimated when compared with summative assessment.
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Affiliation(s)
- Sadna Rajan
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Hong Yang Chen
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Jess Jinxuan Chen
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Samantha Chin-You
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Sandra Chee
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Rina Chrun
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Jasper Byun
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Menaka Abuzar
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Mustakallio S, Näpänkangas R, Narbutaite J, Virtanen JI. Graduating dentists' perceptions about their professional competence in Finland and Lithuania. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:227-232. [PMID: 31845488 DOI: 10.1111/eje.12488] [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: 04/02/2019] [Revised: 12/02/2019] [Accepted: 12/12/2019] [Indexed: 06/10/2023]
Abstract
AIMS Efforts to harmonise dental education in Europe have been put into action by the Association for Dental Education in Europe (ADEE). The aim of the study was to explore graduating dentists' perceptions about their professional readiness for clinical work in Finland and Lithuania. MATERIALS AND METHODS The survey targeted fifth-year dental students at the University of Oulu and the University of Turku in Finland, and at the Lithuanian University of Health Sciences, Kaunas, Lithuania (Lithuanian and international students) in 2016-2017. The competences were evaluated in the questionnaire in 21 dental procedures based on ADEE competences by options: "I'd manage well," "I'd need more training" or "It would not quite succeed." The option "I'd manage well" was chosen in the analyses. RESULTS Students felt that they were most competent in producing and maintaining accurate patient records (91.9%), implementing sterilisation and hygiene in dental practice (91.3%) and working with other members of dental team and health profession (90.0%). The largest differences between Finnish and Lithuanian students were in designing and adjusting occlusal splints (87.0% vs. 14.3%) and in undertaking subgingival scaling (95.7% vs. 57.1%). The biggest differences between Lithuanian and international students were in identifying (and treating) abnormal and anxiety-related patient (73.1% vs. 25.5%) and implementing tobacco cessation (65.3% vs. 31.9%). CONCLUSIONS The graduating dental students in Finland and Lithuania manage well in most of the clinical procedures based on the ADEE competences. The students were most confident when dealing with tasks that are common in dental practice.
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Affiliation(s)
- Sakari Mustakallio
- Kallio Public Health Care, Ylivieska, Finland
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
| | - Ritva Näpänkangas
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
| | - Julija Narbutaite
- Clinic for Preventive and Pediatric Dentistry, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Jorma I Virtanen
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
- Department of Clinical Dentistry, University of Bergen, Bergen, Norway
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Sunell S, Laronde DM, Kanji Z. Dental hygiene graduates' educational preparedness: Self-confidence ratings of the CDHA baccalaureate competencies. Int J Dent Hyg 2020; 18:295-306. [PMID: 32155307 DOI: 10.1111/idh.12434] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 02/20/2020] [Accepted: 03/05/2020] [Indexed: 11/28/2022]
Abstract
PURPOSE In 2015, the Canadian Dental Hygienists Association (CDHA) published the first Canadian Competencies for Baccalaureate Dental Hygiene Programs (CCBDHP). To date, there is little evidence to support that baccalaureate graduates have gained these abilities. The purpose of the study was to investigate the confidence levels of baccalaureate graduates in their ability to demonstrate the CCBDHP. METHODS An online, anonymous study was conducted with the 2013-2016 graduates of the University of British Columbia to rate their confidence level in the 13 competency domains and associated 110 sub-competencies of the CCBDHP based on a 5-point scale ranging from not confident to confident. RESULTS Thirty of the 84 graduates responded to the survey for a 36% response rate. The mostly confident and confident scores were added to determine the number of sub-competencies within each domain in which 75% to 100% of respondents identified such confidence. The competency domains in which graduates expressed the highest confidence included Collaboration (100%), Communication (100%), Clinical Therapy (100%), Disease Prevention (100%), Oral Health Education (90%), Professionalism (90%), Research Use (90%) and Leadership (90%). They expressed the least confidence in the competency domains of Health Promotion (50%), Advocacy (22%) and Policy Use (0%). CONCLUSION These data provided the UBC faculty with important insights into the educational preparedness of baccalaureate graduates. The findings are also relevant for other Canadian programmes and contribute to a larger national dialogue about the CCBDHP and the transition of graduates into practice.
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Affiliation(s)
- Susanne Sunell
- Part-time Faculty, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
| | - Denise M Laronde
- Dental Hygiene Degree Program, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
| | - Zul Kanji
- Dental Hygiene Degree Program, Oral Biological and Medical Sciences, University of British Columbia, West Vancouver, BC, Canada
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Neves TDC, Viana LN, Wajngarten D, Garcia PPNS. Preclinical dental training: Association between difficulty in performing restorative procedures and the adoption of ergonomic posture. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:373-377. [PMID: 31038828 DOI: 10.1111/eje.12439] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2018] [Accepted: 04/25/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE The aim of this study was to determine any correlations between difficulty in performing restorative procedures and the adoption of ergonomic posture by dental students in a preclinical course. METHODS The sample was composed of second-year undergraduate students enrolled in the School of Dentistry of São Paulo State University (UNESP), Araraquara (n = 56). The data were collected from weekly records in which students who had participated in training in a preclinical restorative dentistry laboratory registered the difficulty they experienced performing given proposed preclinical procedures and adopting ergonomic posture (positioning of students' legs, thighs, spine, arms, and forearms, as well as the positioning of both the dental light and the dental mannequin's head, the distance between the operating field and the operator's eyes, and the location of the instruments used in the procedures). Answers were provided on a scale of zero to ten points (zero = no difficulty; 10 = maximum difficulty). A descriptive statistical analysis was performed. The correlation between the level of difficulty in performing the restorative procedures and in the adoption of ergonomic posture was estimated using the Pearson correlation coefficient (r), and its significance was tested using Student's t test. To evaluate the effect of time on students' perceived difficulties in implementing ergonomic posture, the first 2 weeks of training was defined as the initial time, whilst the last 2 weeks was defined as final time (scores from these periods were averaged). After the normality assumptions were verified, Student's t test for paired samples was performed. The significance level adopted was <5%. RESULTS A correlation was found between the difficulty students experienced performing the preclinical procedures and their difficulties implementing ergonomic posture; the correlation was significant, though the correlation ranged from slight to moderate (P < 0.001; r = 0.38-0.63). In addition, the data also showed that the students' perceptions of how difficult it was to implement these posture items decreased significantly over time (P < 0.001). CONCLUSION The correlation between perceived difficulty in performing the preclinical restorative dentistry procedures and the application of ergonomic posture was slight to moderate, and the students' perceived difficulties in maintaining ergonomic posture decreased over the course of the school year.
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Affiliation(s)
- Tamíris da Costa Neves
- Department of Social Dentistry, Araraquara Dental School, UNESP, Univ Estadual Paulista, Araraquara, Brazil
| | - Lauriane Nogueira Viana
- Department of Social Dentistry, Araraquara Dental School, UNESP, Univ Estadual Paulista, Araraquara, Brazil
| | - Danielle Wajngarten
- Department of Social Dentistry, Araraquara Dental School, UNESP, Univ Estadual Paulista, Araraquara, Brazil
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Lee C, Kobayashi H, Lee SR, Ohyama H. The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry. J Dent Educ 2018; 82:399-405. [PMID: 29606657 DOI: 10.21815/jde.018.046] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Accepted: 10/27/2017] [Indexed: 11/20/2022]
Abstract
The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, p<0.001). The correlations were not statistically significant with the digital assessments (p=0.39, p=0.26). Students in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.
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Affiliation(s)
- Cliff Lee
- Dr. Lee is a resident, Division of Periodontology, Department of Orofacial Sciences, University of California, San Francisco, and Research Associate, Nagai Lab, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Hiro Kobayashi is a DDS student, Tokyo Dental College, Tokyo, Japan; Samuel Lee is a DMD student, Harvard School of Dental Medicine; and Dr. Ohyama is Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, and Fellow, Harvard Medical School Academy in Medical Education
| | - Hiro Kobayashi
- Dr. Lee is a resident, Division of Periodontology, Department of Orofacial Sciences, University of California, San Francisco, and Research Associate, Nagai Lab, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Hiro Kobayashi is a DDS student, Tokyo Dental College, Tokyo, Japan; Samuel Lee is a DMD student, Harvard School of Dental Medicine; and Dr. Ohyama is Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, and Fellow, Harvard Medical School Academy in Medical Education
| | - Samuel R Lee
- Dr. Lee is a resident, Division of Periodontology, Department of Orofacial Sciences, University of California, San Francisco, and Research Associate, Nagai Lab, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Hiro Kobayashi is a DDS student, Tokyo Dental College, Tokyo, Japan; Samuel Lee is a DMD student, Harvard School of Dental Medicine; and Dr. Ohyama is Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, and Fellow, Harvard Medical School Academy in Medical Education
| | - Hiroe Ohyama
- Dr. Lee is a resident, Division of Periodontology, Department of Orofacial Sciences, University of California, San Francisco, and Research Associate, Nagai Lab, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Hiro Kobayashi is a DDS student, Tokyo Dental College, Tokyo, Japan; Samuel Lee is a DMD student, Harvard School of Dental Medicine; and Dr. Ohyama is Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, and Fellow, Harvard Medical School Academy in Medical Education.
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