1.1 Student selection and the influence of their clinical and academic environment on learning

The Effect of Distance Education Conducted during the COVID-19 Pandemic Period on the Psychomotor Skill Development of a Dental School Students

Purpose

This study compared the development of face-to-face (F2F) psychomotor skills vs. a modified online dental anatomy course during the COVID-19 pandemic.

Methods

The 9-HPT is regularly applied for the students' psychomotor skill assessment in the Faculty of Dentistry of Süleyman Demirel University. In the 2020-21 academic year, 92.2% of students who took the dental anatomy course in distance education voluntarily participated in this study (observation group). These data were compared with 34.6% of students who applied for 9-HPT in 2019-2020 in F2F education (control group). The Mann–Whitney U test and t-test were used for comparison. The significance level was taken as p < 0.05.

Results

Based on the dominant hand 9-HPT score, a positive change occurred in 81.8% of the F2F and 61.6% of the online education students. Based on both dominant and nondominant hand 9-HPT scores, a statistically significant difference between the change in scores according to the fall/spring term measurements was observed in both F2F and distance education (p < 0.001). However, the F2F-educated group students showed better psychomotor skill development than those exposed to the online-educated group in 9-HPT. The results showed statistical significance for both dominant and nondominant hands (p < 0.001).

Conclusion

The F2F education is the gold standard in psychomotor skill training; however, in cases where this approach cannot be realized, practical training protocols modified for online training may contribute to the motor development of students.

Career motivation and satisfaction of dental hygiene students in associate versus bachelor degree programs: A national survey

OBJECTIVES

Entry-level dental hygiene programs give associate (AD) and bachelor degrees (BD). The objectives were to compare how AD versus BD students differ in career-related role models and information sources, career motivations, and satisfaction and to explore the relationships between career motivations and satisfaction.

METHODS

Two hundred seventy-one students in AD and 269 students in BD programs responded to a survey.

RESULTS

AD students were older than BD students (26.71/23.6; p < 0.001). Both groups were most likely to name a nurse/dental hygienist (37.6%/37.3%) as role models in their families, were likely to have shadowed a dental hygienist (77.6%/75.0%), and had talked to a health professional (27.7%/23.7%) prior to program application. BD students decided earlier to become dental hygienists (17.20/19.97 years; p < 0.001) and were less likely to have been dental assistants before than AD students (28.3%/36.9%; p = 0.034). Both groups agreed strongly that they wanted to become dental hygienists to help patients (5-point scale with 5 = agree strongly: 4.88/4.86), make a difference in the life of patients (4.88/4.86) and because it is a flexible career (4.83/4.80). Open-ended responses showed that 62.4% of AD students compared to 35.3% of BD students choose their career because of lifestyle considerations (p < 0.001), while 47.2% of BD students versus 38.0% of AD students wanted to work in the healthcare field (p < 0.001). Both groups had high job satisfaction (3-point scale: 2.94/2.97). For AD students, job satisfaction correlated with wanting to help patients (r = 0.49; p < 0.01) and with making a difference in the life of patients (r = 0.52; p < 0.001). For BD students, wanting to work in a team (r = 0.34; p < 0.001) and having a dentist in the family (r = 0.32; p < 0.001) correlated with job satisfaction.

CONCLUSIONS

Dental hygiene students in AD versus BD programs differ in the factors that are associated with job satisfaction. Dental hygiene educators can utilize these findings when recruiting future students. The findings related to motivational determinants of job satisfaction can guide educational efforts.

The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji

Background

The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment.

Aim

This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji.

Materials and Methods

This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance.

Results

The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05).

Conclusion

The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.

The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji

BACKGROUND

The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment.

AIM

This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji.

MATERIALS AND METHODS

This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance.

RESULTS

The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05).

CONCLUSION

The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.

Interprofessional Education in an Orthodontic Outreach Training Centre

Interprofessional education (IPE) describes those occasions when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. In the UK, orthodontic treatment is now delivered by a highly skilled team. Historically, education and training for orthodontic team members has been delivered 'uniprofessionally' in secondary care hospital settings, despite 96% of dental care, including orthodontics, being delivered in primary care. This paper describes an evaluation of IPE in Leamington Spa Orthodontics (LSO), a University-approved, primary care outreach training centre, where all members of the orthodontic team deliver patient care and are educated together in an IPE environment. The study methodology is realist evaluation, which aims to describe and understand the educational environment and identify how stakeholders perceive their experiences. This study describes a quality assured, primary care model of integrated education and patient care, which enhances interprofessionality and offers an alternative strategy for the future for commissioning of education and clinical care.

A predictive model for alternative admission to dental education

AIM

To compare academic progress and performance of students admitted through two admission systems and to analyse the predictive power of different components in an alternative admission.

SAMPLE AND METHODS

The subjects were students admitted to the dental programme at Malmö University, Sweden. The grade admission group was admitted on grades from secondary school (n = 126) and the alternative admission group via an alternative admission procedure (n = 157). The alternative admission procedure consisted of the following components: problem-solving matrices, spatial capacity tested with folding and tin models, manual dexterity, capacity for empathy and interview. Comparisons were made for academic progress (dropouts from the programme and study rate) and academic performance (examinations failed and outcomes of a comprehensive clinical examination). Spearman correlation was calculated for each component of the alternative admission procedure and academic progress as well as academic performance. Multivariate analyses were also carried out.

RESULTS

Compared to the grade admission group, the alternative admission group presented lower rate of dropouts (3% vs. 20%, P < 0.001) and a larger proportion graduated within the expected time (88% vs. 60%, P < 0.01). There was no difference between the groups concerning academic performance. Capacity of empathy was correlated with study rate and outcomes of the clinical examination. The matrices predicted low proportion failed examinations and high students' self-assessments in the clinical examination. Predictive power of folding was limited and so was that of the interview. Manual dexterity was not correlated with academic progress or performance.

CONCLUSIONS

Results support further development of admission selection criteria, particularly emphatic capacity that predicts important student academic achievements.

Self-perceived work preparedness of the graduating dental students

OBJECTIVES

The primary goal of dental education is to prepare students to work independently in a dental practice setting following graduation. Whilst academicians assess students' work preparedness through examinations and evaluations, it is equally important to understand the work preparedness as perceived by students.

METHODS

All students in their final year of the graduate programme in dentistry were selected for this study. The questionnaire assessed the self-perceived confidence in skills and awareness needed to integrate into a general dental practice. Personal data such as gender, age and income status were optionally recorded. The questionnaire included open-ended questions relevant to the educational experiences and suggestions for improvement from student perspective.

RESULTS

Sixty-three students (81.9%) responded to the questionnaire. The majority of the respondents (85.7%) perceived that their education had prepared them well for a career in dentistry, and 52.4% of the students considered that the combination of community placement and in-house training helped them to enhance clinical skills. Students' suggestion for improvements indicated that a large number would wish for more clinical sessions (71.4%), whilst only 28.6% preferred an equal distribution between general clinical placements, speciality clinical placement and didactic teaching as the essential factors in attaining competency.

CONCLUSIONS

Analysing and understanding the student's self-perspective on their dental education and work preparedness contribute towards the quality management of the dental curriculum philosophies: in holistic patient health care, lifelong learning, integration knowledge and skills, leading to the ultimate goal of clinical proficiency.

The predictive value of criteria for student admission to dentistry

INTRODUCTION

In this study, we investigated the value of an individual selection procedure to choose dental students for the Faculty of Dental Medicine at the University of Witten/Herdecke, Germany. The selection procedure was divided into the following four steps: step one consisted of a formal application; step two consisted of a practical test; step three consisted of a personal interview; and step four consisted of a final selection by an independent committee.

MATERIAL AND METHODS

Data from 196 students were collected from the university files. The following data were compared: the grades of the final secondary school certificate (Abiturnoten) were compared with the grades of the Natural Science Examination (naturwissenschaftliche Vorprüfung), first Dental Examination (zahnärztliche Vorprüfung) and State Board Examination (Staatsexamen); specialisation or non-specialisation at secondary school in natural sciences was compared with the grades of the Natural Science Examination and the first Dental Examination; the results of the practical test of the selection procedure were compared with the grades of the practical examination in the first Dental Examination; the interview recommendations to the committee were compared with the grades of the first Dental Examination and the State Board Examination.

RESULTS

The results showed a positive correlation (R = 0.34; P < 0.001) between the secondary school grades and the Natural Science Examination grades. The correlation was weaker between the grades of the first Dental Examination and State Board Examination. No correlation was found between the specialisation during secondary school in biology, chemistry and physics or non-specialisation, and the results of the Natural Science Examination and first Dental Examination. A weak correlation was found between the grades the candidates obtained in the practical test of the selection procedure and the first Dental Examination.

Admission systems to dental school in Europe: a closer look at Flanders

Dental education in Europe faces enormous challenges. One deals with the admission to dental school. Although admission procedures vary considerably across Europe, a characteristic of some systems is that the same procedure is used across students who will ultimately pursue different majors (medical or dental). This is based on the assumptions that there is no significant difference in these students' scores and that the requirements for medicine and dentistry are equal. This study examines these assumptions in the admission exam 'Medical and Dental Studies' in Flanders. Students who pass may choose whether they start medical or dental education. Over an 8-year period (2000-2007), admission exam scores of students starting medicine (n = 4492) were compared to those of students starting dentistry (n = 547). Second, the validity of this exam is examined for both medical and dental education. It was found that students starting dentistry had a significantly lower total score on the admission exam than students starting medicine. Differences were especially striking for the cognitive part of the admission exam. For both medical and dental students, the admission exam score was a valid predictor of academic grades in the first 3 years, although correlations were lower for dental education. These results have implications for admission procedures in countries where the same system is used for both majors. The findings that students who have a lower score choose dental education and that the validity of the exam is slightly lower for dentistry, raise questions about using the same admission exam for two obviously different majors.

Factors influencing students' performance in a Brazilian dental school

Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (p<0.001). Better student's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R²=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

Quality systems in dentistry part 2. Quality assurance and improvement (QA/I) tools that have implications for dentistry

Both dental education and dental practice are affected by the increasing pressure for quality assurance/improvement in health care and the dental profession is expected to take more responsibility for the maintenance and improvement of quality of oral health care and service delivery. Dental professionals are expected to be familiar with various quality assurance/improvement systems or tools that are available and that have implications for dentistry and the crucial importance of their ethical implementation in the health care arena.

The academic environment: the students' perspective

Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4-6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the 'students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The 'ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from 'class size', 'leisure time' and 'assessment procedures' to 'relations with peers and faculty', 'ethical climate' and 'extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between 'teaching' and 'learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement.

Is manual dexterity essential in the selection of dental students?

OBJECTIVE

The purpose of this study was to determine whether basic manual dexterity (BMD) could be an important parameter in selecting students for the Degree in Dentistry (CLOPD) and to assess whether initial manual dexterity in students admitted to the CLOPD can improve with training in pre-clinical and clinical practice.

DESIGN

Observational study.

SETTING

The study was carried out at the Catholic University of Rome, in five consecutive academic years.

SUBJECTS AND METHODS

Four hundred and thirty-three subjects (262 males and 171 females) were tested (10 different exercises) in five consecutive years. Two retests were performed after three and five years respectively from the beginning of the experimentation.

MAIN OUTCOME MEASURES

The scores of individual exercises were averaged for each candidate, assessing the mean value of basic manual dexterity score (BMDS).

RESULTS

It was possible to observe some differences among candidates coming from different types of high schools, since those having a prior university degree or a scientific high school degree proved better than those with classical or vocational high school qualifications (p < 0.05). A statistically significant improvement of BMDS has been observed in students who attended the CLOPD for at least 32 months.

CONCLUSIONS

Data obtained revealed that basic manual dexterity is not essential in the selection of dental students. Students who could follow training significantly improved in their manual ability.

Perceived sources of stress in Nigerian dental students

The objective of this study was to identify sources of stress among dental students at the University of Lagos, Lagos, Nigeria. A modified Dental Environment Stress (DES) questionnaire was used to study the 137 students in years 3-6, of which 105 (76.6%) responded. Results show that the year 5 students indicated the highest level of stress overall on items relating to pre-clinical training with 21 (70%) recording aggregate DES score over the cut-off point for high stress. For clinical items, nearly all the students - 27(90%) of year 5 and 24 (100%) of year 6 recorded aggregates over the cut-off point. The most important stressors were those related to the lack of provision of a well-supported system of dental education in Nigeria in terms of availability of materials for clinical training and study materials. There were no significant differences in stress perception between genders. However, students who chose Medicine as their first choice for admission with Dentistry as an alternative experienced significantly higher overall mean and higher mean scores for most items. In conclusion, it appears there is a need to improve support for dental education in Nigeria.

Students' perceived experience of university admission based on tests and interviews

The aim of the study was to generate an impression, from the perspective of graduating dental students, of the individualised admissions procedures, which they had undergone 5 years before. The subjects comprised 10 randomly selected students, five male and five female, from two different admission rounds. Qualitative research was used and data were collected by means of semi-structured interviews. The results show that even 5 years later, the students remember clearly the different steps in the selection procedure and they found the procedure relevant. In particular, the admission interviews made a lasting impression. The students consider that being interviewed by one admissions committee member at a time reduces the applicant's apprehension and allows a more personal interview. Several believe that the admissions procedure influences academic achievement or improves self-confidence: implicit in their selection by a committee of experienced professionals is affirmation that they have the potential to become good dentists. The students therefore feel encouraged to aspire to higher achievement. All students believe that motivation is an important non-cognitive attribute for success and that students selected through this mode are not only highly motivated but also well informed, with realistic expectations of the undergraduate programme and their future professional career.