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Rasmussen EL, Musaeus P. Subject matter changes in the dental curriculum: A scoping review of the last two decades. J Dent Educ 2024; 88:1101-1114. [PMID: 38558428 DOI: 10.1002/jdd.13530] [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: 07/17/2023] [Revised: 01/27/2024] [Accepted: 03/03/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE In recent years, dental education has witnessed significant advancements and curriculum shifts in response to evolving healthcare needs, technological advances, and changing societal demands. As a result, dental universities worldwide have undergone substantial curriculum changes to ensure the adequate education and training of future dental professionals. The purpose of this study was to delineate the curriculum innovations over the past 20 years, with a focus on content within the current dental curriculum at universities worldwide. METHOD The articles reviewed for this manuscript were published from 2000 to June 2023. Search queries were conducted in four databases: Embase, PubMed, Web of Science, and ERIC, yielding 367 unique studies. Of these, 31 were included in the final synthesis. RESULTS The nine principal subject matter themes identified in the thematic analysis of these articles were critical scientific thinking, computational thinking, global mindset, geriatric dental care, interprofessional teamwork, transition to practice, local community, integration, and lifelong learning. The themes were modeled and mapped in a three-axis figure, elucidating the interconnections between the themes. CONCLUSION The identified themes signify the trajectory that dental education has taken and provide insights into the future course of the dental profession.
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Affiliation(s)
| | - Peter Musaeus
- Centre for Educational Development, Aarhus University, Aarhus, Denmark
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Hermasari BK, Maftuhah A, Nugroho D, Budiastuti VI, Pamungkasari EP. The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:12. [PMID: 38532922 PMCID: PMC10965014 DOI: 10.4103/jehp.jehp_119_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 08/09/2023] [Indexed: 03/28/2024]
Abstract
BACKGROUND Interprofessional education (IPE) is an experience that occurs when students from two or more professions learn about, from, and with each other to improve the quality of health services. One of the IPE teaching strategies is to use an online approach. Due to the COVID-19 pandemic, the community needs effective health education to prevent disease transmission. This study aims to assess the attitudinal changes toward IPE among health students in Indonesia after attending an online course during the COVID-19 pandemic. MATERIALS AND METHODS This study used a mixed-method study design with a concurrent approach. It was conducted in 2021 at a health profession education school of a University in Indonesia. An online project-based interprofessional learning in family health education was conducted. The quantitative analysis was carried out using pre- and post-tests with The Readiness for Interprofessional Learning Scale (RIPLS) survey. Meanwhile, the qualitative methods used the phenomenological approach to Focus Group Discussion (FGD) and student reflective essays. The qualitative data were coded using thematic content analysis. The paired samples t-test was used if the data were normally distributed, or the Wilcoxon test if the data had abnormal distribution. RESULTS The students' attitudes regarding team and collaboration; professional identity; roles and responsibility improved significantly from pre- to post-test (<0.001). The participants perceived that all four interprofessional core competencies were achieved in their learning. They also mentioned their experiences regarding factors contributing to the success of the online course. The family health education project gave the participants more insight into professionalism and patient-centered care. CONCLUSIONS Online IPE courses can increase student readiness in collaborative practice and support students' learning to achieve interprofessional core competencies. The students feel the benefit of family health education for their profession.
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Affiliation(s)
- Bulan K. Hermasari
- Department of Medical Education, Faculty of Medicine, University of Sebelas Maret, Surakarta, Indonesia
| | - Atik Maftuhah
- Department of Medical Education, Faculty of Medicine, University of Sebelas Maret, Surakarta, Indonesia
| | - Dian Nugroho
- Department of Medical Education, Faculty of Medicine, University of Sebelas Maret, Surakarta, Indonesia
| | - Veronika I. Budiastuti
- Department of Medical Education, Faculty of Medicine, University of Sebelas Maret, Surakarta, Indonesia
| | - Eti P. Pamungkasari
- Department of Medical Education, Faculty of Medicine, University of Sebelas Maret, Surakarta, Indonesia
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Pang M, Dong Y, Zhao X, Wan J, Jiang L, Song J, Ji P, Jiang L. Virtual and Interprofessional Objective Structured Clinical Examination in Dentistry and Dental Technology: Development and User Evaluations. JMIR Form Res 2024; 8:e44653. [PMID: 38231556 PMCID: PMC10831592 DOI: 10.2196/44653] [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: 11/28/2022] [Revised: 04/26/2023] [Accepted: 12/13/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND Interprofessional education (IPE) facilitates interprofessional collaborative practice (IPCP) to encourage teamwork among dental care professionals and is increasingly becoming a part of training programs for dental and dental technology students. However, the focus of previous IPE and IPCP studies has largely been on subjective student and instructor perceptions without including objective assessments of collaborative practice as an outcome measure. OBJECTIVE The purposes of this study were to develop the framework for a novel virtual and interprofessional objective structured clinical examination (viOSCE) applicable to dental and dental technology students, to assess the effectiveness of the framework as a tool for measuring the outcomes of IPE, and to promote IPCP among dental and dental technology students. METHODS The framework of the proposed novel viOSCE was developed using the modified Delphi method and then piloted. The lead researcher and a group of experts determined the content and scoring system. Subjective data were collected using the Readiness for Interprofessional Learning Scale and a self-made scale, and objective data were collected using examiner ratings. Data were analyzed using nonparametric tests. RESULTS We successfully developed a viOSCE framework applicable to dental and dental technology students. Of 50 students, 32 (64%) participated in the pilot study and completed the questionnaires. On the basis of the Readiness for Interprofessional Learning Scale, the subjective evaluation indicated that teamwork skills were improved, and the only statistically significant difference in participant motivation between the 2 professional groups was in the mutual evaluation scale (P=.004). For the viOSCE evaluation scale, the difference between the professional groups in removable prosthodontics was statistically significant, and a trend for negative correlation between subjective and objective scores was noted, but it was not statistically significant. CONCLUSIONS The results confirm that viOSCE can be used as an objective evaluation tool to assess the outcomes of IPE and IPCP. This study also revealed an interesting relationship between mutual evaluation and IPCP results, further demonstrating that the IPE and IPCP results urgently need to be supplemented with objective evaluation tools. Therefore, the implementation of viOSCE as part of a large and more complete objective structured clinical examination to test the ability of students to meet undergraduate graduation requirements will be the focus of our future studies.
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Affiliation(s)
- MengWei Pang
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - YanLing Dong
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - XiaoHan Zhao
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, China
| | - JiaWu Wan
- Beijing Unidraw Virtual Reality Technology Research Institute Co Ltd, Beijing, China
| | - Li Jiang
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - JinLin Song
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - Ping Ji
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - Lin Jiang
- Stomatological Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
- College of Stomatology, Chongqing Medical University, Chongqing, China
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Koyama S, Izumita K, Sato N, Tagaino R, Hatakeyama T, Shiraishi N, Yoda N, Igarashi K, Takahashi T, Sasaki K. Medical-Dental Collaboration and Interprofessional Training for Maxillofacial Diseases at Tohoku University Hospital. TOHOKU J EXP MED 2022; 256:225-234. [DOI: 10.1620/tjem.256.225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Affiliation(s)
- Shigeto Koyama
- Maxillofacial Prosthetics Clinic, Tohoku University Hospital
| | - Kuniyuki Izumita
- Perioperative Oral Health Management, Tohoku University Hospital
| | - Naoko Sato
- Maxillofacial Prosthetics Clinic, Tohoku University Hospital
| | - Ryo Tagaino
- Maxillofacial Prosthetics Clinic, Tohoku University Hospital
| | | | - Naru Shiraishi
- Division of Advanced Prosthetic Dentistry, Tohoku University Graduate School of Dentistry
| | - Nobuhiro Yoda
- Division of Advanced Prosthetic Dentistry, Tohoku University Graduate School of Dentistry
| | - Kaoru Igarashi
- Division of Craniofacial Anomalies, Tohoku University Graduate School of Dentistry
| | - Tetsu Takahashi
- Division of Oral and Maxillofacial Surgery, Tohoku University Graduate School of Dentistry
| | - Keiichi Sasaki
- Division of Advanced Prosthetic Dentistry, Tohoku University Graduate School of Dentistry
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Gunaldo TP, Owens J, Andrieu SC, Mercante DE, Schiavo JH, Zorek JA. Assessing dental student perceptions after engaging in a longitudinal interprofessional education curriculum: A preliminary study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:614-620. [PMID: 33269533 PMCID: PMC8808459 DOI: 10.1111/eje.12639] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/21/2020] [Accepted: 11/04/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE/OBJECTIVES Baseline IPE perceptions for dental students were gathered prior to the implementation of a 2-year formalised IPE curriculum at a US institution. The goal was to establish a baseline of student perceptions and, in the future, continue to track student IPE perception data with IPE engagement as one measure of outcomes. The purpose of this paper is to analyse two dental student cohort perceptions of IPE after engaging in a 2-year longitudinal curriculum. METHODS First- and second-year students were required to participate in a 2-year IPE curriculum. As a requirement of the curriculum, students were asked to complete a validated IPE assessment, the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Students completed the SPICE-R2 survey, using a retrospective pretest/post-test design, after engaging in the 2-year curriculum. RESULTS Sixty-four students in cohort 2017 and 70 students in cohort 2018 completed the entire SPICE-R2. Statistically significant positive changes (p < .05) were found in both dental student cohorts after engagement in the 2-year longitudinal IPE curriculum. CONCLUSION(S) A longitudinal IPE curriculum has the potential to impact student IPE perceptions. Additional longitudinal multi-institutional research is needed to determine best practices in delivery and learning.
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Affiliation(s)
- Tina P Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Jessica Owens
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Sandra C Andrieu
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Donald E Mercante
- School of Public Health, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Julie H Schiavo
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Joseph A Zorek
- Linking Interprofessional Networks for Collaboration and School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- School of Nursing, San Antonio, Texas, USA
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