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Yeng T. What is important to medical students' online learning of dental trauma in medical education. AUST ENDOD J 2023; 49:476-482. [PMID: 37195628 DOI: 10.1111/aej.12767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 05/01/2023] [Indexed: 05/18/2023]
Abstract
Traumatic dental injury (TDI), a topic not normally offered in the medical curriculum is made available through the medical school as an online learning course. Online learning provides an educational pathway for cross-disciplinary learning without any change to the existing curriculum. This research identified important key features that should be included in the design of an online course to provide a positive online learning experience for medical students. Ten important features were identified for medical educators to consider when they develop an online course to introduce dental trauma. These features are (1) prioritising information to TDI, (2) providing specific facts and information to TDI, (3) information must be easily retrieved, (4) providing career-related information, (5) promoting self-confidence, (6) promoting learning of new knowledge, (7) easy-to-understand content materials, (8) establishing a logical sequence of learning, (9) visual illustrations to complement written text and (10) promoting self-directed learning.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia
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Gallichan N, Albadri S, Watkins F, Jarad F, Messahel S, Hartshorn S, Gartshore L. Management of traumatic dental injuries: a survey of paediatric emergency department health professionals. BMJ Paediatr Open 2023; 7:10.1136/bmjpo-2022-001740. [PMID: 36948508 PMCID: PMC10040074 DOI: 10.1136/bmjpo-2022-001740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Accepted: 02/16/2023] [Indexed: 03/24/2023] Open
Abstract
OBJECTIVE To assess paediatric emergency department (PED) health professionals' confidence, experience and awareness in managing traumatic dental injuries (TDIs). DESIGN A cross-sectional online survey. SETTING PED at Alder Hey Children's Hospital and Birmingham Children's Hospital. RESULTS 94 ED health professionals responded. One-third of responders (n=26) encounter children with dental trauma daily or weekly. TDI teaching during undergraduate training was received by 13% (n=12) of responders, and 32% (n=30) had never received training. Responders thought they would benefit from online resources and regular teaching on paediatric TDIs, in addition to an easy-to-use decision-making tool to signpost families.ED health professionals' confidence in giving advice to families following a TDI, and in recognising types of TDIs, was notably low; -79 and -76 Net Promotor Score, respectively.Responders' awareness of how to recognise and manage TDIs was varied. Majority were aware of the need to attempt to reimplant an avulsed permanent tooth, and the need to refer a child presenting with a complex permanent tooth injury to the oncall dentist. However, very few responders commented on the importance of follow-up. Responders also raised concerns about the lack of dental services to treat TDIs in children. CONCLUSIONS There is a need to enhance dental trauma teaching for all ED health professionals who encounter TDIs to increase their confidence and enable them to triage and advise patients appropriately. Additionally, increased signposting for families to the appropriate service could in turn improve outcomes and experience for children who experience a TDI.
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Affiliation(s)
- Nathalie Gallichan
- Paediatric Dentistry Department, School of Dentistry, University of Liverpool, Liverpool, UK
- Paediatric Dentistry Department, Alder Hey Children's NHS Foundation Trust, Liverpool, UK
| | - Sondos Albadri
- Paediatric Dentistry Department, School of Dentistry, University of Liverpool, Liverpool, UK
- Paediatric Dentistry Department, Alder Hey Children's NHS Foundation Trust, Liverpool, UK
| | - Francine Watkins
- University of Liverpool Faculty of Health and Life Sciences, Liverpool, UK
| | - Fadi Jarad
- Restorative Department, School of Dentistry, University of Liverpool, Liverpool, UK
| | - Shrouk Messahel
- Paediatric Emergency Department, Alder Hey Children's NHS Foundation Trust, Liverpool, UK
| | - Stuart Hartshorn
- Emergency Department, Birmingham Children's Hospital, Birmingham, UK
- Birmingham Clinical Trials Unit, University of Birmingham, Birmingham, UK
| | - Laura Gartshore
- Paediatric Dentistry Department, School of Dentistry, University of Liverpool, Liverpool, UK
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Yeng T. Introducing dental trauma (a non-curricular topic) into medical education: A viewpoint. Dent Traumatol 2022; 38:532-533. [PMID: 35975960 PMCID: PMC9804502 DOI: 10.1111/edt.12782] [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: 06/10/2022] [Revised: 06/16/2022] [Accepted: 06/21/2022] [Indexed: 01/05/2023]
Abstract
The aim of this paper is focused on expanding medical students' knowledge and understanding of a non-core curricular subject not normally offered in the medical curriculum. The critical juncture explored how to introduce a health-related subject into medical education that complements without competing for space/time in medical students' core studies. Using dental trauma as an example, this paper supports the opportunity for medical students to learn online about managing dental injuries and to raise their awareness of the need for accurate diagnosis and treatment of traumatic dental injuries before they graduate as medical doctors.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, Medical EducationUniversity of New South WalesSydneyNew South WalesAustralia
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Yeng T, O'Sullivan AJ, Shulruf B. Medical students' perception of an online dental trauma course in medical education. AUST ENDOD J 2021; 48:51-57. [PMID: 34919311 DOI: 10.1111/aej.12601] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 12/07/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND With dental trauma education not commonly offered in medicine programmes, offering an online learning course may fill the knowledge deficiency for medical students. The aim of this study is to evaluate medical students' perceptions of an online dental trauma course. MATERIAL AND METHODS This was a cross-sectional questionnaire study conducted among medical students at an Australian University. Exploratory factor analysis was used to identify the underlying factor structure within the items. Cronbach's alpha was employed to estimate the factors' reliability. Confirmatory factor analysis was used to assess construct validity; SPSS v22 and AMOIS v22 were used for data analyses. RESULTS Exploratory factor analysis identified two distinct factors: 'visual' and 'content', with excellent reliability for visual (Cronbach's alpha = 0.911) and good reliability for content (Cronbach's alpha = 0.755). CONCLUSIONS This research supports the findings that medical students perceived the online dental trauma course to be easily understood for self-learning this topic.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Anthony J O'Sullivan
- St George and Sutherland Clinical Hospital, University of New South Wales, Sydney, New South Wales, Australia
| | - Boaz Shulruf
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
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Yeng T, O'Sullivan AJ, Shulruf B. Developing a prototype dental trauma e-learning course for medical education. AUST ENDOD J 2021; 48:44-50. [PMID: 34258841 DOI: 10.1111/aej.12545] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 06/10/2021] [Accepted: 06/30/2021] [Indexed: 11/27/2022]
Abstract
This article aims to demonstrate how an expert feedback process was used to identify emerging issues within a prototype extracurricular course on dental trauma and show how the feedback was addressed prior to piloting the course more widely. Dowse's Design Research Model was adapted for the design and development of a prototype dental trauma e-learning course. This paper will focus on step five, gathering expert feedback and the evaluation process. Four critical features emerged from the feedback that ought to be incorporated into the e-learning course design, namely, 1) keep resources clinically relevant; 2) keep resources simple to learn; 3) make resources easy to understand; and 4) support self-learning. The results demonstrate the value of an expert feedback process for improving a prototype designed to address a major gap in knowledge among medical doctors identified in the literature.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Anthony J O'Sullivan
- St George and Sutherland Clinical Hospital, University of New South Wales, Sydney, New South Wales, Australia
| | - Boaz Shulruf
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
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Yeng T, O'Sullivan AJ, Shulruf B. Online dental trauma course for medical education. Dent Traumatol 2021; 37:803-806. [PMID: 34148285 DOI: 10.1111/edt.12696] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 05/26/2021] [Accepted: 05/28/2021] [Indexed: 12/01/2022]
Abstract
A literature review identified a knowledge deficit among medical doctors about dental trauma management. To overcome this knowledge gap, a proposal to integrate dental traumatology teaching into the medical curriculum was made to raise medical students' awareness of, and familiarity with managing dental injuries. Despite the challenges of teaching dental trauma, online courses are viewed as a practical learning approach for students to access course material during their busy university schedules. In focusing on the constructivist model, this article details the design and development of the online dental trauma course. It is an example of a learner-led, fully online course. The six steps involved in the course development were as follows: (1) structured order from preclinical to clinical topics; (2) content covering all essential information on TDI diagnosis and management; (3) illustrative materials to support engagement and motivation to complete the course; (4) feedback processes to evaluate the learning process; (5) interactions between peers, educators, and learning materials to help facilitate learning; and (6) content that encompasses mainly visual learning styles. The online dental trauma course has the potential to make important contributions to medical education.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, Australia
| | - Anthony J O'Sullivan
- University of New South Wales, St George and Sutherland Clinical Hospital, Sydney, Australia
| | - Boaz Shulruf
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, Australia
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Valdepeñas J, Adanero A, Martínez EM, Planells P. Knowledge of dental trauma among dental students. Lecture intervention protocol and follow-up over four academic courses. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:238-245. [PMID: 32813319 DOI: 10.1111/eje.12597] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Revised: 07/21/2020] [Accepted: 08/04/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND AIMS A study was made to evaluate knowledge of dental trauma among first-year dental students at the start of the career; assess the knowledge gained immediately after a lecture intervention; and evaluate persisting knowledge on an annual basis until the fourth year of the career. MATERIAL AND METHODS The study involved 29 volunteers from the first year of dentistry (School of Dentistry, Madrid Complutense University, Madrid, Spain). All the participants completed a previously validated questionnaire including questions referred to the management of dental trauma at the site of the accident, and other related aspects. This was followed by a brief lecture on the subject, and then the same questionnaire was administered again. Completion of the original questionnaire was subsequently repeated on an annual basis up until the fourth year of the career. Repeated measures analysis was used to assess the evolution of student knowledge. RESULTS Knowledge of the subject was seen to be lacking at the start of the career, but increased significantly as a result of the lecture intervention (P < .001). Over the subsequent courses, although the notions referred to dental trauma were seen to decrease with respect to the first evaluation, they remained high. All of the participants agreed on the need for informative campaigns referred to dental trauma targeted to students in the first courses of the health sciences. CONCLUSIONS It is necessary to impart knowledge on the prevention and immediate management of dental traumatisms in order to improve their prognosis. This learning is especially relevant to students in the first courses of the health sciences.
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Affiliation(s)
- Javier Valdepeñas
- Department of Dental Clinical Specialties, School of Dentistry, Madrid Complutense University, Madrid, Spain
| | - Alberto Adanero
- Department of Pediatric Prostheses and Odontology, School of Biomedical Sciences, European University of Madrid, Madrid, Spain
| | - Eva María Martínez
- Department of Dental Clinical Specialties, School of Dentistry, Madrid Complutense University, Madrid, Spain
| | - Paloma Planells
- Department of Dental Clinical Specialties, School of Dentistry, Madrid Complutense University, Madrid, Spain
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Yeng T, O'Sullivan AJ, Shulruf B. Proposing the inclusion of dental anatomy and trauma in the general medical curriculum. AUST ENDOD J 2021; 47:654-655. [PMID: 33724627 DOI: 10.1111/aej.12507] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 03/02/2021] [Indexed: 11/29/2022]
Abstract
Many medical doctors are not confident in managing traumatic dental injuries (TDI). This is probably due to a lack of education and training in dental trauma. The existence of inadequate TDI knowledge by doctors should provide the catalyst to establish a dental anatomy and trauma course within the medical curriculum.
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Affiliation(s)
- Thai Yeng
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Anthony J O'Sullivan
- St George and Sutherland Clinical Hospital, University of New South Wales, Sydney, New South Wales, Australia
| | - Boaz Shulruf
- Faculty of Medicine, Medical Education, University of New South Wales, Sydney, New South Wales, Australia
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