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Brondani M, Barlow G, Liu S, Kalsi P, Koonar A, Chen J(L, Murphy P, Broadbent J, Brondani B. Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. PLoS One 2024; 19:e0298843. [PMID: 38917078 PMCID: PMC11198754 DOI: 10.1371/journal.pone.0298843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Accepted: 06/05/2024] [Indexed: 06/27/2024] Open
Abstract
Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. The objectives of this study were two-fold: to extract information from all the PBL cases at University of British Columbia's Faculty of Dentistry curriculum in terms of the diversity, equitable representation, and inclusion of patient and provider characteristics, context, and treatment outcomes; and; to compare these findings with the composition of the British Columbia census population, dental practice contextual factors, and the evidence on treatment outcomes within patient care. Information from all the 58 PBL cases was extracted between January and March 2023, focusing on patient and provider characteristics (e.g., age, gender, ethnicity), context (e.g., type of insurance), and treatment outcomes (e.g., successful/unsuccessful). This information was compared with the available literature. From all the 58 PBL cases, 0.4% included non-straight patients, while at least 4% of BC residents self-identify as non-straight; there were no cases involving First Nations patients although they make up 6% of the British Columbia population. Less than 10% of the cases involved older adults who make up almost 20% of the population. Only Treatments involving patients without a disability were 5.74 times more likely to be successful compared to those involving patients with a disability (p<0.05). The characteristics of the patients, practice context, and treatment outcomes portrayed in the existing PBL cases seem to differ from what is known about the composition of the British Columbia population, treatment outcome success, and practice context; a curriculum disconnect seems to exist. The PBL cases should be revised to better represent the population within which most students will practice.
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Affiliation(s)
- Mario Brondani
- Faculty of Dentistry, Department of Oral Health Sciences, Division of Dental Public Health, The University of British Columbia, Vancouver, Canada
| | - Grace Barlow
- Faculty of Dentistry, The University of British Columbia, Vancouver, Canada
| | - Shuwen Liu
- Faculty of Dentistry, The University of British Columbia, Vancouver, Canada
| | - Pavneet Kalsi
- Faculty of Dentistry, The University of British Columbia, Vancouver, Canada
| | - Annika Koonar
- Faculty of Dentistry, The University of British Columbia, Vancouver, Canada
| | - Jialin (Lydia) Chen
- Faculty of Dentistry, Office of the Dean, The University of British Columbia, Vancouver, Canada
| | - Peter Murphy
- Faculty of Dentistry, Department of Oral Biomedical & Medical Sciences, The University of British Columbia, Vancouver, Canada
| | - Jonathan Broadbent
- Faculty of Dentistry, Department of Oral Sciences, University of Otago, Dunedin, New Zealand
| | - Bruna Brondani
- Faculty of Dentsitry, Department of Stomatology, Univesidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
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Brondani M, Donnelly L, Christidis N, Grazziotin-Soares R, Ardenghi D, Siqueira AB. Perceptions about Aging and Ageism from 14 Cross-sectional Cohorts of Undergraduate Dental Students. JDR Clin Trans Res 2024; 9:114-122. [PMID: 37272546 DOI: 10.1177/23800844231175647] [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] [Indexed: 06/06/2023] Open
Abstract
BACKGROUND Although positive and negative views of aging and older adults exist, how undergraduate dental students imagine their lives to be as they grow older remains to be fully explored. This study aimed at determining the self-perceived views of being 65, 75, or 85 y of age, as expressed by undergraduate dental students at the University of British Columbia (UBC), Vancouver, Canada. METHODS A 14-y cross-sectional study design was utilized involving third-year undergraduate dental students at UBC's Faculty of Dentistry. Brief individual essays (150 words) encompassing students' self-perceived views were gathered as part of a dental geriatric course from 2009 to 2022; however, essays were not mandatory. Saldaña's inductive coding and thematic analysis of textual data were used. Themes and categories of information were identified and matched with their excerpts while aiming for data saturation. RESULTS Over the 14-y period, 657 students were enrolled in UBC's undergraduate dental geriatric course, and 561 essays were collected. Inductive coding and thematic analysis identified 5 main themes and 11 categories. While themes included "oral health, general health, and the mind" and "me, myself, and familial relationships," the categories focused on "(un)able bodies" and "general health." Positive views about the aging process were shared, while less optimistic ideas-and even ageism-were apparent when students saw themselves as not employable or living in isolation. Positive and negative views were not bound by the students' academic year but might have been influenced by the COVID-19 pandemic. CONCLUSION Although the number of older adults already surpasses the number of children in many countries, ageism appears to have permeated through students' views of 3 older ages. More positive yet realistic views of growing older were also shared. Follow-up studies are needed to explore the impact of dental education on decreasing ageism. KNOWLEDGE TRANSFER STATEMENT As the proportion of older adults in the global population steadily grows, it is important to educate heath care providers about normal and pathologic aging to avoid ageism-stereotypes, prejudices, and discrimination against older adults. This cross-sectional study involved 14 cohorts of undergraduate dental students exploring their self-perceived views of growing older. Although positive and negative views of aging were shared, dental education must focus on decreasing ageism.
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Affiliation(s)
- M Brondani
- Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - L Donnelly
- Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - N Christidis
- Universitetstandvården, Karolinska Institutet, Huddinge, Sweden
| | | | - D Ardenghi
- Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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Vásquez-Pérez D, Briceño-Vergel G, Ladera-Castañeda M, Córdova-Limaylla N, Cervantes-Ganoza L, Paucar-Rodríguez E, Allen-Revoredo C, Castro-Rojas M, Cayo-Rojas C. Sociodemographic factors associated with knowledge and attitudes of Peruvian dental interns about dental shade selection. BMC MEDICAL EDUCATION 2023; 23:975. [PMID: 38115060 PMCID: PMC10731785 DOI: 10.1186/s12909-023-04971-1] [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: 06/12/2023] [Accepted: 12/13/2023] [Indexed: 12/21/2023]
Abstract
BACKGROUND The dentist should have a thorough knowledge of the science, protocols and procedures for dental shade selection in order to mimic dental tissue with restorative materials, respecting the individual needs and attitudes of each patient and providing them with a pleasant and esthetically acceptable appearance. The present study evaluated the knowledge and attitudes of dental interns from two Peruvian universities about dental shade selection and its relationship with sociodemographic factors. METHODS The present cross-sectional and analytical study was carried out on Peruvian dental interns from the Universidad Nacional Federico Villarreal and the Universidad Privada de San Juan Bautista during May to June 2022. Two validated questionnaires on knowledge and attitudes about dental shade selection were used. A Poisson regression model with robust variance using the adjusted prevalence ratio (APR) was used to assess the influence of the variables: age group, sex, place of origin and type of university, considering a significance level of p<0.05. RESULTS The results showed that 40.8% (95% CI: 34.0% - 47.6%) of the interns presented unfavorable attitudes while 90.1% (95% CI: 86.0% - 94.2%) presented insufficient knowledge. It was also found that dental interns under 29 years of age were 32% less likely to have unfavorable attitudes (APR = 0.68, 95% CI 0.48 - 0.96) and 11% more likely to have insufficient knowledge (APR = 1.11, 95% CI 1.01 - 1.24) about tooth shade selection compared to dental interns aged 29 years and older. Finally, women were 55% more likely to have unfavorable attitudes about tooth shade selection compared to men (APR = 1.55; 95% CI: 1.08 - 2.22). CONCLUSION The majority of dental interns presented insufficient knowledge and less than half had unfavorable attitudes about dental shade selection. In addition, being a student under 29 years of age was a risk factor for presenting insufficient knowledge and at the same time constituted a protective factor for presenting unfavorable attitudes. Likewise, being a female student was a risk factor for presenting unfavorable attitudes about dental shade selection.
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Affiliation(s)
| | | | - Marysela Ladera-Castañeda
- Universidad Nacional Federico Villarreal, Postgraduate School, Research Team "Salud Pública - Salud Integral", Lima, Peru
| | | | | | - Elizabeth Paucar-Rodríguez
- Universidad Nacional Federico Villarreal, Postgraduate School, Research Team "Salud Pública - Salud Integral", Lima, Peru
| | | | - Miriam Castro-Rojas
- Universidad Nacional Federico Villarreal, Postgraduate School, Research Team "Salud Pública - Salud Integral", Lima, Peru
| | - César Cayo-Rojas
- Universidad Privada San Juan Bautista, School of Stomatology, Lima, Peru.
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Brondani M, Dawson AB, Jessani A, Donnelly L. The fear of letting go and the Ivory Tower of dental educational training. J Dent Educ 2023; 87:1594-1597. [PMID: 37605470 DOI: 10.1002/jdd.13359] [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: 05/29/2023] [Revised: 07/14/2023] [Accepted: 07/23/2023] [Indexed: 08/23/2023]
Abstract
ISSUE Clinical training in dental education is complex and happens mostly within a well-controlled environment such as a university dental clinic where oral health care services are delivered; it is mostly student-centered. While such training is important, it is also possible to augment and enhance it by training predoctoral dental students outside such a clinic within off-site community-based placements using a more person-centered approach. However, there seems to exist a reluctance in recognizing and utilizing the work produced in these off-site placements holistically as an integral part of students' clinical assessment. APPROACH Community-based clinical experience adds value to the training of our predoctoral dental students. This perspective describes the benefits of community placements and recognizes their importance in the clinical and professional development of a future graduate. It also presents a way to assess students' performance that by-and-large mirrors that of the university dental clinic while striking a balance between student-centered education and person-centered care. IMPACT In this perspective, we argue that the clinical work delivered at a community placement ought to be weighted equitably with the clinical work delivered at a university clinic when assessing students' competency as a whole. Our message is to keep a balance of student-centered education and person-centered care to the benefit of all those involved.
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Affiliation(s)
- Mario Brondani
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Abbas Jessani
- School of Medicine & Dentistry, Western University Schulich, London, Ontario, Canada
| | - Leeann Donnelly
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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Ramachandran S, Soheilipour S, Ford NL, Brondani MA. Exploring stressors and coping strategies among dental students during COVID-19 pandemic in British Columbia. J Dent Educ 2023; 87:1427-1436. [PMID: 37429731 DOI: 10.1002/jdd.13312] [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: 10/25/2022] [Revised: 04/25/2023] [Accepted: 06/22/2023] [Indexed: 07/12/2023]
Abstract
OBJECTIVE The COVID-19 pandemic has caused stress among undergraduate dental students; coping mechanisms might be employed to deal with such stress. A cross-sectional study was conducted to explore the coping strategies employed by dental students at the University of British Columbia (UBC) in response to their self-perceived stressors during the pandemic. METHODS An anonymous 35-item survey was distributed to all four cohorts of UBC undergraduate dental students enrolled in the 2021-2022 academic year, 229 students in total. The survey gathered sociodemographic information, self-perceived COVID-19-related stressor, and coping strategies via the Brief Cope Inventory. Adaptive and maladaptive coping were compared among the years of study, self-perceived stressors, sex, ethnicity, and living situations. RESULTS Of the 229 eligible students, 182 (79.5%) responded to the survey. Of the 171 students that reported a major self-perceived stressor, 99 (57.9%) of them were stressed about clinical skill deficit due to the pandemic; fear of contraction was reported by 27 (15.8%). Acceptance, self-distraction, and positive reframing were the most used coping strategies among all students. The one-way ANOVA test revealed a significant difference in the adaptive coping scores among the four student cohorts (p = 0.001). Living alone was found to be a significant predictor for maladaptive coping (p < 0.001). CONCLUSION The main cause of stress related to the COVID-19 pandemic for dental students at UBC is their clinical skills being negatively affected. Coping strategies including acceptance and self-distraction were identified. Continued mitigation efforts should be made to address students' mental health concerns and create a supportive learning environment.
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Affiliation(s)
- Swathi Ramachandran
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
- British Columbia Centre for Disease Control, Vancouver, Canada
| | - Shimae Soheilipour
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
- Dental Research Institute and Department of Dental Public Health, School of Dentistry, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nancy L Ford
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Mario A Brondani
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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Dedeilia A, Papapanou M, Papadopoulos AN, Karela NR, Androutsou A, Mitsopoulou D, Nikolakea M, Konstantinidis C, Papageorgakopoulou M, Sideris M, Johnson EO, Fitzpatrick S, Cometto G, Campbell J, Sotiropoulos MG. Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future-a systematic review and meta-analysis. HUMAN RESOURCES FOR HEALTH 2023; 21:13. [PMID: 36829158 PMCID: PMC9951171 DOI: 10.1186/s12960-023-00799-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND This systematic review and meta-analysis identified early evidence quantifying the disruption to the education of health workers by the COVID-19 pandemic, ensuing policy responses and their outcomes. METHODS Following a pre-registered protocol and PRISMA/AMSTAR-2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random-effects meta-analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end-year. We assessed risk of bias (Newcastle-Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE. RESULTS Of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1% (95% confidence interval 67.9-74.2) and learner redeployment at 29.2% (25.3-33.2). About one in three learners screened positive for anxiety (32.3%, 28.5-36.2), depression (32.0%, 27.9-36.2), burnout (38.8%, 33.4-44.3) or insomnia (30.9%, 20.8-41.9). Policy responses included shifting to online learning, innovations in assessment, COVID-19-specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two-thirds of learners (75.9%, 74.2-77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8%, 66.7-76.7). Learners preferred an in-person component: blended learning 56.0% (51.2-60.7), face-to-face 48.8% (45.4-52.1), and online-only 32.0% (29.3-34.8). They supported continuation of the virtual format as part of a blended system (68.1%, 64.6-71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence. CONCLUSION The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future.
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Affiliation(s)
- Aikaterini Dedeilia
- Department of Surgery, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
| | - Michail Papapanou
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
- Society of Junior Doctors (SJD), Athens, Greece
| | - Andreas N Papadopoulos
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- Department of Hygiene, Epidemiology and Medical Statistics, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Nina-Rafailia Karela
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Anastasia Androutsou
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Dimitra Mitsopoulou
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Melina Nikolakea
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Christos Konstantinidis
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Manthia Papageorgakopoulou
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece
- School of Medicine, University of Patras, Patras, Greece
| | - Michail Sideris
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom
| | | | | | - Giorgio Cometto
- Health Workforce Department, World Health Organization, Geneva, Switzerland
| | - Jim Campbell
- Health Workforce Department, World Health Organization, Geneva, Switzerland
| | - Marinos G Sotiropoulos
- Harvard Medical School, Boston, MA, USA.
- HEALth Workforce Education (HEAL-Edu) Study Group, Athens, Greece.
- Department of Neurology, Brigham and Women's Hospital & Massachusetts General Hospital, 55 Fruit Street, WACC721, Boston, MA, 02114, USA.
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Maragha T, Donnelly L, Schuetz C, von Bergmann H, Brondani M. Students' resilience and mental health in the dental curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:174-180. [PMID: 35178840 DOI: 10.1111/eje.12790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 12/29/2021] [Accepted: 01/20/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES Dental education is perceived as a source of students' psychological and occupational stress. Resilience has been proposed as a protective factor that may support students' in managing that stress. The objectives of this study were twofold: to map the mental health and well-being content in the curriculum of the Faculty of Dentistry (FoD) at the University of British Columbia (UBC) and to investigate factors influencing resilience levels amongst dental students at UBC. METHODS The curricular database and website of UBC's FoD were used to gather information on mental health content. A survey with the Connor-Davidson 10-Item Resilience Scale was distributed to dental students at UBC (N = 289). Students' de-identified demographic data were also collected. RESULTS Two main mental health and well-being curricular components were identified: one didactic session on stress management and one interactive workshop on resilience. The response rate for the survey was 68.2%. Students who did not receive any mental health content (2020/21 year 1 students) had higher resilience scores (p = .043) when compared to students who received both components (2019/20 year 1 students and 2018/19 year 2 students). The multiple regression analysis highlighted North American/European ethnic origins as a predictor for higher resilience levels (p = .008). CONCLUSIONS The results of this study showed that ethnic origins and major life events, such as the pandemic, influenced resilience. Curricular activities promoting resilience seemed to not necessarily impact students' resilience. Further longitudinal studies are needed to assess the curricular and non-curricular activities influence over dental students' well-being.
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Affiliation(s)
- Tala Maragha
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Leeann Donnelly
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Christian Schuetz
- Department of Psychiatry, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - HsingChi von Bergmann
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Mario Brondani
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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Brondani M, Siqueira AB, Grazziotin RS, Ardenghi D, Christidis N, Siqueira AB. Dental Students' Positive and Negative Views on Aging at an Undergraduate Course at the University of British Columbia, Canada. Int J Dent 2023; 2023:8278510. [PMID: 37033126 PMCID: PMC10079378 DOI: 10.1155/2023/8278510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 01/21/2023] [Accepted: 03/07/2023] [Indexed: 04/11/2023] Open
Abstract
Background Different views of aging exist, including ageism as the stereotyped idea about older adults in general. The objective of this study was to perform an initial exploration on how third-year undergraduate dental students at the University of British Columbia (UBC), Vancouver, Canada self-perceived themselves at ages 65, 75, or 85 years old. Methods For a period of 10 years, and using a cross-sectional design, third-year undergraduate dental students were asked to envision themselves at 65, 75, or 85 years old in a brief 150-word written essay. We employed a thematic analysis of the textual data via a coding process as suggested. The main themes were identified and displayed in a table with their respective categories of information. NVivo® 12 (QSR International) software was used for data analysis. Results Between 2010 and 2020, a total of 519 students enrolled in the UBC undergraduate dental program; 425 essays were collected. Initial coding and thematic analysis led to the identification of four main themes and eight categories; themes included "Ups and Downs," "Financial Sustainability," while categories focused on "Trade-offs," and "Camaraderie," for example. Different levels of ageism were also apparent when students saw themselves experiencing isolation and forgetfulness regardless of the selected age and the academic year. For other students, they anticipate aging would be healthy, joyful, and productive. Conclusion Ageism was present when students imagined themselves at three different older ages, but so were more realistic views of an aging. Further studies are warranted to unravel the impact of geriatric education in tackling stereotypes and ageism.
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Affiliation(s)
- Mario Brondani
- Faculty of Dentistry, University of British Columbia, 116/2199 Wesbook Mall, Vancouver, BC, Canada V6T 1Z3
| | - Adriana B. Siqueira
- Speech Language Pathologist, Private Practice, 204/2024, Cavalhada Avenue, Porto Alegre 91750-460, Brazil
| | - Renata S. Grazziotin
- Faculty of Dentistry, University of British Columbia, 116/2199 Wesbook Mall, Vancouver, BC, Canada V6T 1Z3
| | - Diego Ardenghi
- Faculty of Dentistry, University of British Columbia, 116/2199 Wesbook Mall, Vancouver, BC, Canada V6T 1Z3
| | - Nikolaos Christidis
- Universitetslektor Övertandläkare Ledamot av Karolinska Institutets, Universitetstandvården, Karolinska Institutet, Alfred Nobels Allé 8, Huddinge 14104, Sweden
| | - Antonio B. Siqueira
- Faculty of Chemical Engineering, The Centro Universitário Ritter dos Reis – UniRitter – Campus Zona Sul, Rua Orfanotrófio, 555, Alto - Teresópolis, Porto Alegre, RS 90840-440, Brazil
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Brondani MA, Noroozbahari N. Students’ appraisal of a preparedness model for the provision of oral health care during a pandemic. BMC Oral Health 2022; 22:496. [DOI: 10.1186/s12903-022-02535-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 10/25/2022] [Indexed: 11/17/2022] Open
Abstract
Abstract
Background
The COVID-19 pandemic has impacted the provision of oral health care worldwide, prompting the discussion of preparedness. This study aimed to perform an initial appraisal of the usability, spatial representation, and clarity of a newly developed preparedness model from the perspective of senior undergraduate dental students at the University of British Columbia, Vancouver, Canada, enrolled in the 2020-21 academic year. Answers were analyzed thematically via an inductive coding process between March and June 2021.
Results
All the 111 students in years 3 (#55) and 4 (#56) appraised the preparedness model, generating more than 200 pages of text. Four main themes were identified across the essays: streamlined depiction, information-based approach, adaptability to an ever-changing situation, and room for improvement. Although the majority of students appraised the model as being useful in fostering information-seeking behaviour, few students disagreed with the model’s portrayal and made further suggestions.
Conclusions
Preparedness models can better guide oral health care providers during a health crisis such as a pandemic. The recently developed preparedness model was appraised as useful by senior undergraduate dental students, although alternative portrayals of the model were suggested. A comprehensive assessment of the newly developed model (and of its variations) is warranted to better support oral health care service delivery during a pandemic.
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Hoelscher GL, Morton DS, Sanderson BN, Noble JF, Bullard MJ, Swiderski D. Virtual Healthcare Simulation: Implementation, Distractions, and Preferences. Simul Healthc 2022; 17:322-328. [PMID: 35322801 DOI: 10.1097/sih.0000000000000658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Social distancing guidelines related to COVID-19 resulted in many simulation centers temporarily closing or adopting virtual simulation-based education (SBE). This mixed methods study aimed to evaluate our center's readiness to implement virtual SBE, the preferred method of delivery (virtual vs. nonvirtual), and any reported distractions. METHODS Educators and simulation operations specialists (SOSs) used by our simulation center completed a survey focused on our center's implementation readiness for virtual SBE at 3 time points over a 3-week period. Three virtual simulation-based styles were developed: observer, vignette, and hybrid. All styles combined the use of Zoom and LearningSpace. Upon the completion of each session, learners, facilitators, and SOSs completed a survey focused on the preferred method of simulation delivery (virtual vs. nonvirtual) as well as any reported distractions during sessions. RESULTS While some important lessons were learned, simulation team survey scores suggested an overall agreement in the center's preparedness during the 3-week implementation period. Most learners, facilitators, and SOSs preferred a nonvirtual delivery due to the "hands-on" component. Learners participating in the vignette style, however, significantly preferred virtual SBE due to "learning environment comfort" such as reduced anxiety, "better discussion," and "convenience." Reported distractions focused on "challenges with technology," "interruptions at home," "program logistics," and the "remote atmosphere." CONCLUSIONS Most learners, facilitators, and SOSs preferred nonvirtual SBE; however, virtual SBE may prove beneficial for learners participating in the vignette style or particularly those experiencing anxiety. Future distractions may be mitigated for the simulation team and learners with proper preparedness.
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Affiliation(s)
- Gretchen L Hoelscher
- From the Carolinas Simulation Center (G.L.H., D.S.M., B.N.S., J.F.N., S.D.), Atrium Health; and Department of Emergency Medicine (M.J.B.), Carolinas Medical Center, Charlotte, NC
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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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Ismail A, Ismail NH, Abu Kassim NYM, Lestari W, Ismail AF, Sukotjo C. Knowledge, Perceived Risk, and Preventive Behaviors amidst Covid-19 Pandemic among Dental Students in Malaysia. Dent J (Basel) 2021; 9:151. [PMID: 34940048 PMCID: PMC8700747 DOI: 10.3390/dj9120151] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 12/05/2021] [Accepted: 12/08/2021] [Indexed: 12/24/2022] Open
Abstract
PURPOSE Coronavirus disease 19 (COVID-19) has affected dental education in Malaysia. However, studies on dental students' knowledge, perception, and behaviors with regards to COVID-19 are very limited. Thus, this study aims to determine the knowledge status, perceived risk, and preventive behaviors of dental students in Malaysia regarding COVID-19. METHODS A cross-sectional study was conducted among students from 13 dental schools across Malaysia using online questionnaires. RESULTS From 355 respondents, 93.5% obtained a high score of knowledge of COVID-19. Female respondents scored higher than males in perceived risks and preventive behaviors. Chinese respondents scored highest in knowledge, while Malay respondents had the highest perceived risk score. The mean preventive behavior score did not vary across ethnicity. On-campus students scored higher in knowledge and perceived risk whereas off-campus students practiced more preventive behaviors. Clinical students' knowledge score was higher than preclinical students. Final year students scored higher in knowledge and perceived risk compared to their juniors. CONCLUSION The majority of dental students have good knowledge and a high perceived risk of COVID-19, and they practiced most of the preventive behaviors. However, the latest information on this disease should be incorporated into dental schools' curriculums and updated periodically.
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Affiliation(s)
- Azlini Ismail
- Department of Fundamental Dental and Medical Sciences, Kulliyyah of Dentistry, International Islamic University Malaysia, Pahang 25200, Malaysia; (A.I.); (W.L.)
| | - Nur Hanisah Ismail
- Kulliyyah of Dentistry, International Islamic University Malaysia, Pahang 25200, Malaysia; (N.H.I.); (N.Y.M.A.K.)
| | | | - Widya Lestari
- Department of Fundamental Dental and Medical Sciences, Kulliyyah of Dentistry, International Islamic University Malaysia, Pahang 25200, Malaysia; (A.I.); (W.L.)
| | - Ahmad Faisal Ismail
- Department of Pediatric Dentistry and Dental Public Health, Kulliyyah of Dentistry, International Islamic University Malaysia, Pahang 25200, Malaysia;
| | - Cortino Sukotjo
- Department of Restorative Dentistry, College of Dentistry, University of Illinois at Chicago, Chicago, IL 60612, USA
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Farrokhi F, Mohebbi SZ, Farrokhi F, Khami MR. Impact of COVID-19 on dental education- a scoping review. BMC MEDICAL EDUCATION 2021; 21:587. [PMID: 34801007 PMCID: PMC8604706 DOI: 10.1186/s12909-021-03017-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 11/08/2021] [Indexed: 05/17/2023]
Abstract
BACKGROUND A new corona virus called COVID-19 and its epidemic has affected health care systems in many ways. There have also been significant changes in dental education. The present study summarizes the findings about dental education resulting from a scoping review of COVID-19 and dentistry. METHODS First, a comprehensive search of five databases (Google Scholar, Medline through PubMed, Embase, Scopus, and Cochrane Central) was conducted with the keywords: COVID-19 and its equivalent terms, dentistry, education, oral, students, curriculum, and academics. Articles related to oral health and COVID-19 were searched. Then articles on the subject of dental education were screened and reviewed. RESULTS Of the 1389 articles investigating COVID-19 and dentistry, 135 articles were related to dental education and its relationship with COVID-19. The most articles in this field were from the United States, India, and Saudi Arabia. Most of the articles were cross-sectional and then review articles. Based on the review the articles were divided into two main categories of changes and concerns, and opportunities and solutions. Moreover, the following themes were extracted: teaching-learning quality and methods, study career and how students are prepared, infection control policies, theses, exams and assessments, financial and economic security, students and staff's mental health, school's policies and curricula, knowledge of students and staff about COVID-19. CONCLUSIONS Dental education now faces big challenges, some of which have never been experienced before. On the other hand, the epidemic has created opportunities for dental education as well. Most of these challenges and opportunities are the same around the world, and the findings of the present study can be a good help to overcome the challenges ahead as well as a good reference to find the right questions to be answered in future studies.
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Affiliation(s)
- Farid Farrokhi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
| | - Simin Zahra Mohebbi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Farzaneh Farrokhi
- Department of Community Oral Health, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammad Reza Khami
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
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Maragha T, Donnelly L, Schuetz C, von Bergmann H, Brondani M. Mental health and wellness in Canadian dental schools: Findings from a national study. J Dent Educ 2021; 86:68-76. [PMID: 34402063 DOI: 10.1002/jdd.12768] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 07/22/2021] [Accepted: 07/31/2021] [Indexed: 11/07/2022]
Abstract
OBJECTIVES To survey the mental health and wellbeing content in the curricula, services, and activities of the 10 Canadian dental schools, and to explore the specifics of this area in the Faculty of Dentistry (FoD) at The University of British Columbia (UBC). METHODS An electronic survey consisted of four major categories: curricular activities and services, structural approaches, infrastructural approaches, and evaluation methods, was distributed to all Canadian dental schools. A situational analysis was conducted at UBC's FoD via document appraisal and key informants' exploratory interviews. RESULTS Eight dental schools responded to the survey showing that didactic sessions being the pedagogical method to deliver resilience content. None of the responding schools reported formally evaluating their mental health content. Through situational analysis, a relational map that identified four major areas contributing to students' mental health at UBC's FoD was generated which includes four major aspects: (1) curricular content on mental health, (2) informal wellbeing and mental health networks, (3) protective, and (4) risk factors influencing students' mental health. CONCLUSIONS As this study described the mental health and wellbeing activities, services, and curricular content across multiple Canadian dental schools, the diverse approaches each school adopted and how personal and professional aspects of students' lives being attempted to be addressed are a critical starting point to engage educators in dentistry. The situational analysis outcome, where a detailed description of the mental health situation at UBC's FoD, can be used to guide in-depth studies of the area of wellbeing at other dental schools.
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Affiliation(s)
- Tala Maragha
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Leeann Donnelly
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, The University of British Columbia, Vancouver, Canada
| | - Christian Schuetz
- Department of Psychiatry, Faculty of Medicine, The University of British Columbia, Vancouver, Canada
| | - HsingChi von Bergmann
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Mario Brondani
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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15
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Jum’ah AA, Elsalem L, Loch C, Schwass D, Brunton PA. Perception of health and educational risks amongst dental students and educators in the era of COVID-19. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:506-515. [PMID: 33188555 PMCID: PMC7753269 DOI: 10.1111/eje.12626] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 10/18/2020] [Accepted: 10/26/2020] [Indexed: 05/07/2023]
Abstract
OBJECTIVE To investigate the perceived educational and health risks associated with the COVID-19 pandemic amongst dental students and educators. METHODS A 17-item electronic survey was sent to 496 undergraduate dental students and 53 clinical faculty members who attended clinical sessions during the outbreak period. The survey explored various aspects related to primary sources and prevention of disease exposure, dental management of suspected cases, impact of COVID-19 on students' clinical performance and effects of suspension of educational activities on academic performance and clinical competence. RESULTS The response rate of the students' was 60.7% (n = 301). The majority of students reported that performing clinical work during the outbreak posed significant health concerns, resulted in a significant stress and negatively affected their clinical performance. The majority of students believed that aerosols generated during dental procedures are the major source for disease exposure and universal protective equipment is not effective for prevention. The decision to suspend teaching activities was supported by 89% of the students. Opinions were divided regarding the impact of the suspension on the academic performance and clinical competence. Educational videos were the most preferred form of distance education. The response rate of faculty members was 60.4% (n = 32). Responses of faculty members were similar to students, though fewer concerns were reported regarding the risk of disease transmission. All respondents agreed that extra-precautionary measures are required to ensure optimum protection against disease exposure. CONCLUSIONS The recent COVID-19 outbreak has adversely affected various elements of dental education. High levels of major health risk perception were noted amongst students and educators. The interruption to academic and clinical activities may lead to an inevitable skill deficit within the new generation of dental graduates. Educators are under significant pressure to accommodate abrupt changes in teaching methods, find solutions to mitigate skill deficit and ensure safe clinical practice once clinical activities are resumed.
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Affiliation(s)
- Ahmad A. Jum’ah
- Faculty of DentistryDepartment of Conservative DentistryJordan University of Science and TechnologyIrbidJordan
| | - Lina Elsalem
- Faculty of MedicineDepartment of PharmacologyJordan University of Science and TechnologyIrbidJordan
| | - Carolina Loch
- Faculty of DentistryUniversity of OtagoDunedinNew Zealand
| | - Donald Schwass
- Faculty of DentistryUniversity of OtagoDunedinNew Zealand
| | - Paul A. Brunton
- Faculty of DentistryUniversity of OtagoDunedinNew Zealand
- Division of Health SciencesUniversity of OtagoDunedinNew Zealand
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Moffett J, Hammond J, Murphy P, Pawlikowska T. The ubiquity of uncertainty: a scoping review on how undergraduate health professions' students engage with uncertainty. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:913-958. [PMID: 33646469 PMCID: PMC7917952 DOI: 10.1007/s10459-021-10028-z] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 01/11/2021] [Indexed: 05/30/2023]
Abstract
Although the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions' education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: "Learners' interactions with uncertainty"; "Factors that influence learner experiences"; "Educational outcomes"; and, "Teaching and learning approaches". Our findings highlight that uncertainty is a ubiquitous concern in health professions' education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.
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Affiliation(s)
- Jenny Moffett
- RCSI Health Professions' Education Centre, 123 St Stephen's Green, Dublin, Ireland.
| | - Jennifer Hammond
- School of Veterinary Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Paul Murphy
- RCSI Health Professions' Education Centre, 123 St Stephen's Green, Dublin, Ireland
| | - Teresa Pawlikowska
- RCSI Health Professions' Education Centre, 123 St Stephen's Green, Dublin, Ireland
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Brondani M, Alan R, Donnelly L. The role of an educational vignette to teach dental students on issues of substance use and mental health disorders in patients at the University of British Columbia: an exploratory qualitative study. BMC MEDICAL EDUCATION 2021; 21:360. [PMID: 34187455 PMCID: PMC8240082 DOI: 10.1186/s12909-021-02767-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 05/27/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Inverted classroom approaches and the use of vignettes have been suggested in health care education. The objective of this study was to use an educational vignette to discuss issues of stigma around substance use and mental disorders within undergraduate Doctor of Medicine in Dentistry (DMD) and Bachelor of Dental Science in Dental Hygiene (BDSc-DH) students at the University of British Columbia, Canada. Our research question was "how can an educational vignette, depicting a fictitious patient with a history of substance use and mental health disorders accessing dental care, promote an open dialogue about stigma?" METHODS An educational vignette was developed based on individuals' lived-experiences with a variety of substance use and/or mental health disorders. This vignette was used to generate in-class discussion involving all the DMD and BDSc-DH undergraduate students enrolled between 2015/16 and 2018/19 who attended a mandatory 2.5 h didactic session using an inverted classroom approach. Students were also encouraged to provide a post-class voluntary written reflection, between 200 and 300 words, around stigma. The authors took written field notes on students' response to the vignette and used excerpts from students' de-identified reflections to illustrate the impact of such an educational tool. RESULTS A total of 323 DMD and BDSc-DH students attended the didactic sessions between 2015/16 and 2018/19, and 148 reflections were submitted over the same time period. The inverted classroom approached showed to be engaging and collaborative. The vignette promoted open dialogue and was determined to be a conducive tool to generate in-class discussion and reflection. Major themes from the textual data included 'exploring power relations' and 'patient-centered care approach to counteract stigma'. The vignette also enabled the discussion of positive experiences characterized by empathy, reassurance and communication, although it might not have prompted all students to participate in class or in writing the reflections. CONCLUSION The inverted classroom approach and the vignette seemed to be an effective way to facilitate dialogue and reflection for most students. This study highlighted the need to explore innovative ways in which to continuously prepare current and future oral health care providers to professionally address the needs of patients with a history of substance use and/or mental health disorders.
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Affiliation(s)
- Mario Brondani
- Department of Oral Health Science, Faculty of Dentistry, University of British Columbia, 2199 Wesbrook Mall, Vancouver, BC, V6T 1Z3, Canada.
| | - Rana Alan
- Smile Dental Center, Boston, MA, USA
| | - Leeann Donnelly
- Department of Oral & Biomedical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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18
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Zhao D, Yu J, Zhang T, Du M, Yang Q, Li Z, Fouad AF. Impact of COVID-19 on advanced dental education: Perspectives of dental residents in Wuhan. J Dent Educ 2021; 85:756-767. [PMID: 33638235 PMCID: PMC8013597 DOI: 10.1002/jdd.12570] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 02/06/2021] [Indexed: 02/05/2023]
Abstract
PURPOSE This study investigated the impact of coronavirus disease 2019 (COVID-19) from the perspectives of dental residents in Wuhan, the former COVID-19 epicenter of China. METHODS A survey form was sent to 424 residents in the School of Stomatology, Wuhan University (WHUSS) in September 2020. The form included 23 questions on demographics, study situation of residents during the COVID-19 outbreak, effect of COVID-19 on graduates, and status of residents who returned to clinic training. RESULTS A total of 361 (85%) survey forms were collected. Over 70% of respondents felt anxious during Wuhan lockdown. Most respondents continued studying (94%) mainly through free online resources (79%). The majority reported improvement in didactic knowledge (80%), but the respondents' perceptions of their clinical skills, especially those in Wuhan, did not change (41%) or worsened (40%) (p < 0.05). Most graduates (88%) reported having found jobs or continued study. Among the 209 responders who returned to clinical training, 52% felt no concern about COVID-19 infection, 89% thought they were equipped with adequate personal protective equipment (PPE), and 57% indicated that they received sufficient knowledge for preventing COVID-19 in clinic. Most respondents agreed that the way to gain the knowledge for preventing COVID-19 in clinic was training at dental school (93%). CONCLUSION Although online study has been appreciated by residents, concern about clinical skill learning in the COVID-19 hardest-hit area has arisen. Most graduates felt that the impact of COVID-19 on their immediate postgraduation career was limited. Teaching about infection control in dental schools seemed effective to develop a positive attitude for residents after they returned to clinical training.
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Affiliation(s)
- Dan Zhao
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Jingjing Yu
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Tao Zhang
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Mingyu Du
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Qian Yang
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Zhiyong Li
- The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei‐MOST) and Key Laboratory of Oral Biomedicine Ministry of EducationSchool and Hospital of StomatologyWuhan UniversityWuhanChina
| | - Ashraf F. Fouad
- Department of EndodonticsUniversity of Alabama at BirminghamBirminghamAlabamaUSA
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Brondani M, Donnelly L. A preparedness model for the provision of oral health care during unfolding threats: the case of the covid-19 pandemic. BMC Oral Health 2021; 21:254. [PMID: 33980235 PMCID: PMC8114663 DOI: 10.1186/s12903-021-01627-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Accepted: 05/10/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The aim of this study was to appraise a recently developed preparedness model for the provision of oral health care during a threat such as the COVID-19 pandemic from the perspectives of oral health care providers, administrators/staff, and patients. METHODS An exploratory qualitative inquiry via at-a-distance semi-structured interviews and group discussions engaged a purposefully selected sample of oral health care workers and patients in British Columbia (BC), Canada. Participants were asked to appraise a preparedness model by considering how to prepare for oral care during a pandemic, while answering open-ended questions about the model content and visual presentation. Interviews and group discussions occurred between April 2020 and January 2021, were audio recorded, and transcribed verbatim. An inductive coding process was used to identify themes, subthemes, and categories of information until saturation was achieved. RESULTS Seventy-four participants, including 19 dentists, 15 dental hygienists, 10 certified dental assistants, 9 administrators, and 21 patients, suggested modifications to the recently developed preparedness model. Individual interviews (41 participants) and group discussions (33 participants in groups ranging from 2 to 9 attendees each) lasted for an average of 53 min. Eighty-four hours of audio recordings led to more than 1110 single-spaced pages of transcripts. The thematic analysis identified 82 codes, 12 categories, and four main themes: life-long learning, critical thinking, personal and professional risk, and patient-centred care. These themes were understood within provider characteristics and social and environmental contexts. Participants highlighted the need for the model to focus on information and communication, developing awareness and understanding, inferring risks, and performing oral health care during a threat such as a pandemic or disease outbreak. A modified portrayal of the model was suggested to better represent participants' perspectives. CONCLUSION A recently developed preparedness model for the provision of dental care during an unfolding threat like the COVID-19 pandemic was appraised and modified by oral health care workers. Future studies are warranted to evaluate the modified model for use in the event of another unfolding threat collaboratively with providers, patients and stakeholders.
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Affiliation(s)
- Mario Brondani
- Director - Diversity, Equity and Inclusion; Chair - Dental Public Health, Department of Oral Health Sciences, 116/2199 Wesbrook Mall, Faculty of Dentistry, University of British Columbia, Vancouver, V6T 1Z3, Canada.
| | - Leeann Donnelly
- Director - Community Engagement; Department of Oral Health and Biomedical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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Uncertainties around COVID-19 from the perspectives of oral health care workers during the first wave of SARS-CoV-2 infections in British Columbia, Canada. PLoS One 2021; 16:e0249186. [PMID: 33886570 PMCID: PMC8061945 DOI: 10.1371/journal.pone.0249186] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Accepted: 03/12/2021] [Indexed: 12/23/2022] Open
Abstract
Background The first wave of COVID-19 infections caused disturbances in all aspects of personal and professional lives. The aim of this study was to explore the ways in which that first wave of novel coronavirus infections resulted in uncertainties, as experienced by members of the oral health care workforce in British Columbia, Canada. Methods This qualitative inquiry purposefully recruited frontline oral health care workers, including dentists, dental hygienists, certified dental assistants, and administrative staff, via remote semi-structured interviews between April 20 and May 4, 2020. Coding, categories, and themes were inductively assigned. Results A total of 45 interviews, lasting between 39 and 74 minutes each, were conducted involving 18 dentists (6 females), 12 dental hygienists (11 females), 6 certified dental assistants (all females), and 9 administrators/front-desk staff (7 females). Fifty-one hours of audio recordings and more than 650 single-spaced pages of transcripts were produced. Five main themes emerged pertaining to uncertainties surrounding COVID-19, patient care, personal lives and infectiousness, concern for the future, and variations among different pandemics. Certitudes were less evident, but surfaced mostly when considering a potential new normal resulting from the pandemic. Conclusion Participants indicated that the uncertainties they felt were dependent upon what is known, and unknown, about the pandemic and the provision of oral health care during the first wave of infections. Future studies are needed to include the viewpoints of oral health care workers from other provinces, as well the perceptions of patients who received oral health care during the height of the first wave of the pandemic.
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21
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Abstract
Objective:
The COVID-19 crisis has caused considerable disruption to medical education and has stimulated creative and rapid changes in the way technology is adopted and utilized for education. This change is accompanied by many challenges related to education, patient care, research, faculty development and collaboration, finances, and the psychological well-being of stakeholders.
Methods:
A review of the literature on dental education during the COVID-19 pandemic was conducted. Published articles addressing the challenges, solutions and opportunities in dental education during the COVID-19 era were assessed.
Results:
COVID-19 was a catalyst for a significant amount of change in dental education. Despite the magnitude of the challenges, this pandemic has influenced many positive solutions and opportunities in dental education.
Conclusion:
The COVID-19 pandemic forced dental educators to rethink models of curricular delivery, as it disrupted traditional delivery methods. The use of technology was adapted to ensure the continuity of education. With that, a number of challenges surfaced that were tackled creatively. Reflecting over the whole experience with COVID-19, the multiple opportunities that have been identified can improve the way we educate our students in the future.
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22
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Brondani M, Cua D, Maragha T, Shayanfar M, Mathu-Muju K, von Bergmann H, Almeida F, Villanueva J, Alvarado AAV, Learey S, Donnelly L. A Pan-Canadian narrative review on the protocols for reopening dental services during the COVID-19 pandemic. BMC Oral Health 2020; 20:352. [PMID: 33267811 PMCID: PMC7708888 DOI: 10.1186/s12903-020-01340-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 11/22/2020] [Indexed: 12/23/2022] Open
Abstract
The current coronavirus disease 2019 (COVID-19) pandemic is impacting the way in which dental services are provided. The aim of this narrative review was twofold: to summarize key areas from the Canadian protocols available for the reopening and restructuring of dental services across the country and to critically review these protocols based on existing evidence. A narrative review of the existing Canadian protocols, written in English and French, was undertaken between April 15 and July 13, 2020. The protocols were obtained by searching through regulatory bodies and websites from professional organizations, and from personal contacts through academic institutions and policy leaders. The data extraction form focused only on protocols related to dentistry, and the information was compiled by a hired assistant. Content was categorized via group discussions with the research team on eight areas: office management and procedures, patient and staff screening, treatment procedures, office layout, risk reduction, personal protective equipment, supporting information, and length and readability. Thirteen protocols were identified and offered substantial variation in the level of details provided. All but two protocols specified proper donning/doffing of personal protective equipment, while all protocols recommended daily monitoring of COVID-19 related signs and symptoms in staff and patients. They varied in terms of recommended mask types, eye and face shield protection, and head coverings. While all protocols aimed at restructuring emergency dental services, their recommendations were often not based on the published evidence. This narrative review summarized key areas from 13 provincial and territorial protocols in Canada to help oral health care providers plan the reopening of their services. The information conveyed across all documents was clear, but variance highlights the need for a coordinated effort to develop an evidence-based document for dental practitioners.
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Affiliation(s)
- Mario Brondani
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 116/2199 Wesbrook Mall, Vancouver, V6T 1Z3, Canada.
| | - Denise Cua
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Tala Maragha
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 116/2199 Wesbrook Mall, Vancouver, V6T 1Z3, Canada
| | - Melody Shayanfar
- Department of Psychology, Faculty of Science, University of British Columbia, Vancouver, Canada
| | - Kavita Mathu-Muju
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 116/2199 Wesbrook Mall, Vancouver, V6T 1Z3, Canada
| | - HsingChi von Bergmann
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 116/2199 Wesbrook Mall, Vancouver, V6T 1Z3, Canada
| | - Fernanda Almeida
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 116/2199 Wesbrook Mall, Vancouver, V6T 1Z3, Canada
| | | | | | | | - Leeann Donnelly
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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Ha K, Lee A, Aram A, Ohyama H. Dental student perspective on post-graduation planning in the COVID-19 era panel. J Dent Educ 2020; 85:1202-1204. [PMID: 33145773 DOI: 10.1002/jdd.12480] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 10/07/2020] [Accepted: 10/29/2020] [Indexed: 11/11/2022]
Affiliation(s)
- Kasey Ha
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Austin Lee
- Department of Restorative Dentistry and Biomaterials Sciences at the Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Ariana Aram
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences at the Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Brondani M, Donnelly L. COVID-19 pandemic: Students' perspectives on dental geriatric care and education. J Dent Educ 2020; 84:1237-1244. [PMID: 32663338 PMCID: PMC7404936 DOI: 10.1002/jdd.12302] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Revised: 06/26/2020] [Accepted: 06/26/2020] [Indexed: 12/23/2022]
Abstract
Objectives With the emergence of the COVID‐19 pandemic in Canada and the curtailment of clinical and face‐to‐face university instruction in British Columbia on March 16, 2020, the opportunity arose to explore how third‐ and fourth‐year undergraduate dental students critically considered the impact of the pandemic on education and the practice of dental geriatrics. Methods All third‐ and fourth‐year undergraduate dental students within a dental geriatric module were asked to provide a written guided reflection on the question: “In your opinion, what factors make outbreaks (or pandemics) like COVID‐19 relevant to the practice of dental geriatrics?” Reflections were gathered from March 12 to May 8, 2020. Thematic analysis was conducted to identify and interpret patterns of meaning within the reflections by means of an interactive coding process. Results A total of 115 reflections, between 291 and 710 words each, were received from 56 third‐year (62.5% male) and 59 fourth‐year (42.6% male) students. Five main themes emerged: experiencing uncertainties, frailty as a moderator, constraints in accessing care, preparedness protocol, and redefining care. The frequency in which the same codes, categories, and themes were assigned varied from 16 to 140 times. Conclusions Students’ reflections highlighted the effects of the pandemic, not only on their education but also on frail older adults themselves and the profession of dentistry in general. Further studies are warranted to explore how this curtailment might impact educators’ approaches to geriatric education, as well as the way graduating students will set up their practices and approach geriatric care in the future.
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Affiliation(s)
- Mario Brondani
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Leeann Donnelly
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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