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Desai JP, Young LB, McQuistan MR. Dental students' perceptions of standardized patient experiences using Zoom: Dyadic factors. J Dent Educ 2024; 88:840-847. [PMID: 38362954 DOI: 10.1002/jdd.13496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Revised: 01/04/2024] [Accepted: 01/20/2024] [Indexed: 02/17/2024]
Abstract
PURPOSE The COVID-19 pandemic required a rapid transition to online education, including simulations. The current study identified students' perceptions of communicating with standardized patients in a virtual setting. METHODS This qualitative study thematically analyzed 485 reflections submitted by 248 students between Spring 2020 and Spring 2022. Statements describing both the virtual medium and dyadic interactions between students and patients were coded for emergent themes and also coded as positive (facilitative) or negative (critical). RESULTS Four themes emerged from the data related to the virtual medium: impact on nonverbal communication, patient engagement/rapport, presentation aids, and listening. Within these broad themes, 13 subthemes were identified, nine of which were negative/critical. Technology problems were specifically identified as compromising both engagement and listening. Even when technology worked well, students noted that it reduced the number of message cues received from the patient and complicated the process of sending cues (e.g., by requiring students to look away from a patient's face to make "eye contact" through a camera). CONCLUSIONS Overall, students were critical of Zoom's impact on dyadic factors with standardized patients. However, they did acknowledge some positive aspects regarding the technology. These findings provide a foundation to consider when teaching students how to communicate effectively via teledentistry.
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Affiliation(s)
- Jhanvi P Desai
- Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA
| | - Lance Brendan Young
- Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA
| | - Michelle R McQuistan
- Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA
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Bashary NZ, Levine MH. Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic. J Dent Educ 2024; 88:865-871. [PMID: 38363094 DOI: 10.1002/jdd.13493] [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: 07/16/2023] [Revised: 12/20/2023] [Accepted: 02/03/2024] [Indexed: 02/17/2024]
Abstract
BACKGROUND During the COVID-19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in-person lectures and pre-clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were not delayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance-learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. METHODS This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID-19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID-19 pandemic. RESULTS The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in-person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case-based discussions. CONCLUSION Many of the teaching strategies that were implemented as a result of the COVID-19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in-person instruction and simulation secondary to the COVID-19 pandemic.
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Affiliation(s)
| | - Marci H Levine
- Department of Oral and Maxillofacial Surgery, NYU College of Dentistry, New York, New York, USA
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Zhang XY, Arata Found A, Butler S. Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective. JMIR Form Res 2023; 7:e45311. [PMID: 37938882 PMCID: PMC10666021 DOI: 10.2196/45311] [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: 12/26/2022] [Revised: 08/14/2023] [Accepted: 10/06/2023] [Indexed: 11/10/2023] Open
Abstract
BACKGROUND COVID-19's high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission. OBJECTIVE This study aims to evaluate the preclinical students' perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes. METHODS A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students' perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor's control) influenced the student outcomes (P=.05). RESULTS The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students' education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%). CONCLUSIONS The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students' overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students' struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students' experience.
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Affiliation(s)
- Xi Yue Zhang
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Anelyse Arata Found
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Sheila Butler
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
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Di Carvalho Melo L, Bastos Silveira B, Amorim dos Santos J, de Cena JA, Damé‐Teixeira N, Martins MD, De Luca Canto G, Guerra ENS. Dental education profile in COVID-19 pandemic: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:252-261. [PMID: 35368144 PMCID: PMC9111493 DOI: 10.1111/eje.12798] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/18/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID-19 pandemic. MATERIALS AND METHODS The search strategy was performed in six databases and grey literature. A total of 28 questionnaire-based studies were included, without language or time restriction, from 20 different countries. RESULTS Six thousand five hundred sixty-five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e-learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. CONCLUSION This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e-learning technologies can widely contribute to dental education during the COVID-19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.
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Affiliation(s)
| | - Bruna Bastos Silveira
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | | | - Jessica Alves de Cena
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | - Nailê Damé‐Teixeira
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | - Manoela Domingues Martins
- Department of Oral Pathology, Faculty of DentistryFederal University of Rio Grande do SulPorto AlegreBrazil
| | - Graziela De Luca Canto
- Department of Dentistry, Brazilian Centre for Evidence‐Based ResearchFederal University of Santa CatarinaFlorianópolisBrazil
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Sajjan GS, Praveen D, Gadde P, Sajjan S, Swamy S, Chaitanya P, Ramesh KSV, Pulidindi AK. Perspectives of Indian dental residents on novel online practical examination during COVID-19: A cross-sectional study. J Dent Educ 2023. [PMID: 37185954 DOI: 10.1002/jdd.13220] [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: 02/21/2021] [Revised: 02/10/2023] [Accepted: 03/30/2023] [Indexed: 05/17/2023]
Abstract
PURPOSE This cross-sectional study aimed to assess the graduating dental residents' perspectives on the online clinical examination format. METHODS The questionnaire used to assess the perspectives was developed via a focus group discussion and was validated for face and content validity, readability testing, and pilot testing for the online version. This self-administered, online questionnaire integrated 15 Likert-scale-based multiple choice questions and one open-ended question. It was distributed to the residents across 16 dental schools after the clinical examination was completed. The perspectives regarding examination preparation, the ability to transition to online mode, and the performance in the examination were assessed. Descriptive statistical analysis (counts and percentages) was performed. RESULTS A total of 256 subjects participated in the study by returning the online survey. In the preparation phase, 70.7% (n = 181) residents reported anxiety and 56.1% (n = 144) reported stress. During the examinations, only 13.6% (n = 35) of the participants reported difficulty with internet speed. The majority, 64.6% (n = 165) of the participants reported that the absence of an external examiner face-to-face reduced anxiety. The compiled answers to the open-ended question revealed that residents expressed inconvenience in digitizing the academic logbooks and clinical work. The poor quality of sound and images affected the display of skills. CONCLUSIONS The study revealed a moderate level of acceptance for the novel online practical examination method. The residents reported stress before and during the examination due to the sudden transition to an online examination. The online practical examination with modifications might be a viable alternative to the in-person clinical examination.
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Affiliation(s)
- Girija S Sajjan
- Department of Conservative Dentistry and Endodontics, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Dalavai Praveen
- Department of Conservative Dentistry and Endodontics, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Praveen Gadde
- Department of Public Health Dentistry, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Suresh Sajjan
- Department of Prosthodontics, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Shivakumara Swamy
- Department of Dentistry, Mandya Institute of Medical Sciences, Mandya, India
| | - Penmatsa Chaitanya
- Department of Pedodontics and Preventive Dentistry, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Konathala S V Ramesh
- Department of Periodontics, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
| | - Anil Kumar Pulidindi
- Department of Conservative Dentistry and Endodontics, Vishnu Dental College, Bhimavaram, West Godavari (Dt), India
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Khalaf ME, Ziada H, Abubakr NH. The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education. Dent J (Basel) 2023; 11:dj11020041. [PMID: 36826186 PMCID: PMC9955313 DOI: 10.3390/dj11020041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 01/29/2023] [Accepted: 02/02/2023] [Indexed: 02/10/2023] Open
Abstract
Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students' online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic. METHODS Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. RESULTS Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students' perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students' social self-perceptions had the lowest reported scores. Students' perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. CONCLUSIONS Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used.
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Affiliation(s)
- Mai E. Khalaf
- Department of General Dental Practice, Faculty of Dentistry, Kuwait University, Safat 13110, Kuwait
- Correspondence:
| | - Hassan Ziada
- Department of Clinical Dental Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USA
| | - Neamat Hassan Abubakr
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USA
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Chen J, Zhang Q, Liu X, Han Y, Gong Q. Knowledge mapping of COVID-19 and dentistry: A bibliometric analysis. Front Public Health 2023; 10:1040175. [PMID: 36699914 PMCID: PMC9868823 DOI: 10.3389/fpubh.2022.1040175] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 12/20/2022] [Indexed: 01/12/2023] Open
Abstract
Background COVID-19 has a significant impact on dental medicine. The present study aims to overview dental-related research on COVID-19 by visual mapping method. Methods We analyzed the publications in the "Dentistry Oral Surgery Medicine" category in the Web of Science core collection. On June 10, 2022, we conducted an advanced search using the items TS = ("Novel coronavirus 2019" or "COVID 19" or "Coronavirus disease 2019" or "2019-nCOV" or "SARS-CoV-2" or "coronavirus-2") and WC = ("Dentistry Oral Surgery medicine") to screen publications in the dental field that focus on COVID-19 or SARS-CoV-2. The contributions of authors, journals, institutions, and countries were described using Microsoft Excel 2010 and VOSviewer. The keywords co-occurring analysis and references analysis were visualized using VOSviewer and CiteSpace. Results A total of 1,732 papers were identified between 2020 and 2022. The United States, the United Kingdom, and Brazil were three major contributors to this field. Univ São Paulo (Brazil) ranked first with 55 publications in this field. Martelli Junior, Hercilio from Universidade Jose do Rosario Vellano (Brazil) was the most prolific author with 19 publications. Oral Diseases and British Dental Journal were the two most productive journals. The central topics were dental practice and infection control, oral manifestation related to COVID-19, dental education and online learning, teledentistry, and mental health problems. Conclusion The growth rate of publications regarding dental research on COVID-19 has risen sharply. Research topics shifted from "Dental practice and infection control, oral manifestation related to COVID-19" in 2020 to "Dental education and online learning, teledentistry, mental health problems," which are three important research topics for the future.
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Affiliation(s)
- Jia Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Qian Zhang
- Department of Neurosurgery, Xiangya Hospital, Central South University, Changsha, Hunan, China,National Clinical Research Center for Geriatric Disorders, Central South University, Changsha, Hunan, China
| | - Xin Liu
- Department of General Practice, The Chinese People's Liberation Army 921 Hospital of Joint Logistics Support Force, Changsha, Hunan, China
| | - Ying Han
- Department of Oral and Maxillofacial Surgery, Center of Stomatology, Xiangya Hospital, Central South University, Changsha, Hunan, China,Center for Medical Genetics and Hunan Key Laboratory of Medical Genetics, School of Life Sciences, Central South University, Changsha, Hunan, China,*Correspondence: Ying Han ✉
| | - Qiming Gong
- Department of Nephrology, The Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China,Qiming Gong ✉
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Santos GNM, da Silva HEC, Figueiredo PTDS, Mesquita CRM, Melo NS, Stefani CM, Leite AF. The Introduction of Artificial Intelligence in Diagnostic Radiology Curricula: a Text and Opinion Systematic Review. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2022. [DOI: 10.1007/s40593-022-00324-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Hosseini M, Taheri A, Nouri F, Badkoobeh A, Abbasi K, Golkar M, Alam M. Dental Student’s Satisfaction with the Video-assisted Educational Approach in Teaching Oral and Maxillofacial Surgery Principles. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.10901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023] Open
Abstract
BACKGROUND: Educating dental students in practical skills are a difficult task that has become increasingly demanding since the outbreak of COVID-19. Today, the use of digital media plays an essential role in teaching practical skills.
AIM: This study investigated the effect of educational videos on oral and maxillofacial surgery basics on dental student’s satisfaction.
METHODS: Six subjects were chosen from the principles of oral and maxillofacial surgery, and according to the necessary standards, educational videos were made based on the needs assessment of students. Fellow attending evaluated and approved each video. Students were shown videos in six 2-h sessions. Students were given a researcher-created questionnaire with proven validity and reliability. Students filled out questionnaires to evaluate the impact of educational videos as well as the structure of educational videos.
RESULTS: Two hundred and three students participated in this study in their 4th−6th years. In this study, 203 students in their 4th to the 6th year participated. Most students were satisfied with the structure of educational videos (73.9%); in general, 84.7% of students expressed their satisfaction with this method. Half of the students preferred video training over face-to-face training in oral and maxillofacial surgery (50.4%). Many students suggested that these videos be included in the curriculum (80.7%).
CONCLUSION: Students’ overall satisfaction with the structure and impact of educational videos indicates that educational videos made and evaluated by dental professors can help teach practical topics as a part of the curriculum.
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Dalanon J. Podcast annotation for augmented asynchronous learning during the COVID-19 pandemic. J Dent Educ 2022. [PMID: 36063147 DOI: 10.1002/jdd.13103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Revised: 08/12/2022] [Accepted: 08/25/2022] [Indexed: 11/08/2022]
Affiliation(s)
- Junhel Dalanon
- School of Dentistry, Southwestern University PHINMA, Cebu, Philippines
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Bompolaki D, Stafford G. Student perception and assessment outcomes using a pilot condensed format ("boot camp") in a Fixed Prosthodontics course. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35582769 DOI: 10.1111/eje.12827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 03/20/2022] [Accepted: 04/24/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The purpose of this study was to assess student perception as well as course outcomes (final written examination grades) when using a pilot condensed format in an undergraduate Fixed Prosthodontics course, which was implemented as a response to the global pandemic of Covid-19. MATERIALS AND METHODS The course was delivered in a condensed format, with a total of 28 direct contact hours in the Simulation Clinic within a 4 day period. Asynchronous remote learning was employed for the didactic portion of the course. Students completed surveys before and after the course, to assess their perception of the condensed format, and written examination grades were compared with previous years' grades. Data were entered in an Excel database (Microsoft Excel 2016) and analysed using a statistical analysis software program (IBM SPSS Statistics, v26; IBM Corp). The level of significance was set to α = 0.05. RESULTS Overall, student perception of the condensed format was positive. At the beginning of the course, female students had less confidence in their skills compared to male students (p < .05). Written examination grades were significantly lower compared to previous years' grades (p = .04). CONCLUSION The use of a condensed format can allow a course to be delivered in smaller student cohorts and provides the ability to reduce the total number of direct contact hours allotted to the course, creating space within the curriculum. Student perception of this format was generally positive. However, written examination scores were negatively impacted, indicating possible knowledge gaps resulting from the condensed course format. More studies are needed to assess the effect of the various curricular modifications that have been implemented due to the Covid-19 pandemic.
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Affiliation(s)
- Despoina Bompolaki
- Department of Restorative Dentistry, OHSU School of Dentistry, Portland, Oregon, USA
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Intention of Collaboration among Dental Students during the COVID-19 Pandemic. Dent J (Basel) 2022; 10:dj10030040. [PMID: 35323242 PMCID: PMC8947484 DOI: 10.3390/dj10030040] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 02/15/2022] [Accepted: 03/02/2022] [Indexed: 11/29/2022] Open
Abstract
Interpersonal communication skills (ICS) are crucial for effective dental practice and interprofessional collaboration. The current study aimed to assess the attitudes of Greek dental undergraduate students towards team working and their cooperation abilities during the COVID-19 pandemic. One-hundred and twenty-seven fourth-semester dental students (N1 = 127) out of 145 (N0) filled in the online survey placed on Google forms. The “Dental Students Cooperation Questionnaire” (DSC) consisted of 49 questions and was available for completion for one week during April 2020. Bivariate (ANOVA) and linear regression analysis of data revealed that mean scores of the questionnaire increased as the parents’ educational level also increased. Data analysis showed that dental students had the required ICS and the intention to collaborate with each other. Many participants managed to achieve group goals, were willing to support other members to fulfill the project’s goals, and there was no competition among them. They acknowledged the importance of feedback, the reward at the end of a group project and social media as a tool for teamworking communication. The students reported that the most important characteristics of an academic teacher were patience, willingness to cooperate, friendliness, politeness, willingness to help, accessibility and availability. It is suggested that group work should be included in the curriculum of dental schools to enhance the integration and evolution of students’ ICS, and the DSC questionnaire can be an effective tool to assess these skills.
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Kerkstra RL, Rustagi KA, Grimshaw AA, Minges KE. Dental education practices during COVID-19: A scoping review. J Dent Educ 2022; 86:546-573. [PMID: 34978714 PMCID: PMC9015347 DOI: 10.1002/jdd.12849] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/25/2021] [Accepted: 11/20/2021] [Indexed: 12/21/2022]
Abstract
INTRODUCTION Dental education was brought to a halt with the emergence of coronavirus disease (COVID-19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. METHODS We performed an exhaustive scoping literature search of primary peer-reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. RESULTS A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full-text review. Following full-text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands-on training. CONCLUSION Evidence suggests emerging best practices in dental education during COVID-19, and recommendations for the future of virtual and distance learning in dental education.
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Affiliation(s)
- Robin L Kerkstra
- Department of Allied Health, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Khyati A Rustagi
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Alyssa A Grimshaw
- Harvey Cushing/John Hay Whitney Medical Library, Yale University, West Haven, Connecticut, USA
| | - Karl E Minges
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
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Haden NK, Bell KP, Bottino MC, Haley CM, Quick KK, Yelick PC. Dental education 2026: A scenario exploration. J Dent Educ 2021; 86:343-351. [PMID: 34888863 DOI: 10.1002/jdd.12838] [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: 09/07/2021] [Revised: 10/20/2021] [Accepted: 10/31/2021] [Indexed: 01/13/2023]
Abstract
PURPOSE The purpose of the following papers is to explore plausible alternative futures for dental education. The COVID-19 pandemic, challenges emerging from racism in the US, and social unrest were the precipitating factors leading to this consideration of academic dentistry in approximately 5 years. METHODS In 2020-2021, five teams of six individual followed a seven-step process to develop five different scenarios of dental education in 2026. Four of these scenarios are constructed by considering a range of uncertainties associated with economic sustainability and educational innovation. A fifth scenario describes the optimal case for dental education's role should another pandemic occur. RESULTS Each scenario is presented as a narrative in three parts: scenario highlights (summary), life in the scenario (fictional case), and scenario details (a description of significant factors within the envisioned future of the scenario). As a strategic tool, these scenarios will assist leaders, institutions, and stakeholders to anticipate and prepare for different futures, identify key indicators that a particular future is emerging, and guide decision-making to create the most desirable future in a changing environment. CONCLUSION Institutions are encouraged to incorporate these scenarios into their strategic and contingency planning efforts and to use them to generate dialogue during faculty development initiatives. This study provides institutions with a process and model they can follow to create scenarios at the institutional level. The final paper in this collection is a guide that provides ideas and instructions for using the scenarios in curricular and extracurricular activities with faculty members and students.
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Affiliation(s)
- N Karl Haden
- Academy for Advancing Leadership, Atlanta, Georgia, USA
| | | | - Marco C Bottino
- Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Colin M Haley
- Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Karin K Quick
- University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Pamela C Yelick
- Department of Orthodontics, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Treatment efficacy and prognosis of pulmonary metastasizing ameloblastoma: a systematic review. Int J Oral Maxillofac Surg 2021; 51:579-590. [PMID: 34462177 DOI: 10.1016/j.ijom.2021.07.016] [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: 01/02/2021] [Revised: 05/01/2021] [Accepted: 07/23/2021] [Indexed: 11/23/2022]
Abstract
The aim of this review was to integrate the current literature into a comprehensive evaluation of pulmonary metastasizing ameloblastoma (MA). Related articles, published since January 2000, were reviewed. The PubMed, Embase, Cochrane Database of Systematic Reviews, and Web of Science databases were searched based on the PRISMA guidelines. Twenty-four studies, including 28 case reports, met the eligibility criteria. The mean ± standard deviation disease-free interval after primary treatment was 12.1 ± 9.3 years. Adjuvant therapy (surgery and chemoradiotherapy) is considered appropriate for pulmonary MA patients presenting with rapid progression or apparent pulmonary symptoms. The proportion of patients undergoing simple follow-up (observation) has increased rapidly in the past 10 years. Meanwhile, among the three treatment groups (observation, surgery, and adjuvant therapy), no significant difference was found in the efficacy (P = 0.081) or progression-free survival (P = 0.263). The 5-year and 10-year overall survival rates were 72.4% and 52.8%, respectively. This study provides insights that could help surgeons with the management of patients presenting with pulmonary MA.
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