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Wolf A, Pricop-Jeckstad M, Botzenhart U, Gredes T. Assessment of Dental Student Satisfaction after Internships in Collaborative Dental Practices in Saxony-A Retrospective Questionnaire Analysis. Dent J (Basel) 2024; 12:14. [PMID: 38248222 PMCID: PMC10814309 DOI: 10.3390/dj12010014] [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: 10/16/2023] [Revised: 12/15/2023] [Accepted: 12/26/2023] [Indexed: 01/23/2024] Open
Abstract
The goal for dental students of a university-based program should be to learn about practice procedures in a dental office as part of their studies in order to gain insight into day-to-day activities, such as organizational management, patient communication, and problem-solving strategies. All dental students from the Faculty of Medicine at the University of Dresden in Germany, who completed a one-week internship in an external dental office in the last year before taking the final exam, were invited to participate in the survey (total n = 182 in years 2017-2019 and 2022). After completing the internship, the students were asked to anonymously rate the distinctive competencies they had acquired during their dental studies in terms of clinical and social communication skills. The results of the survey showed a good practicability of the acquired dental knowledge and a general satisfaction of students during their internships. No significant influence of the COVID-19 outbreak and the resulting special regulations in dental practices during the pandemic on student satisfaction was found. Students were more satisfied with their completed internships in smaller cities. Therefore, a stronger inclusion of practices outside the big cities should be considered in the current implementation of the new Dental Licensure Act in Germany.
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Affiliation(s)
- Annette Wolf
- Department of Prosthetic Dentistry, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
| | - Mihaela Pricop-Jeckstad
- Department of Applied Mathematics, University Politehnica of Bucharest, 060042 Bucharest, Romania;
| | - Ute Botzenhart
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
| | - Tomasz Gredes
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
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Macpherson I, Arregui M, Marchini L, Giner-Tarrida L. Analysis of moral reasoning in dentistry students through case-based learning (CBL). J Dent Educ 2021; 86:416-424. [PMID: 34796479 DOI: 10.1002/jdd.12830] [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: 06/27/2021] [Revised: 10/11/2021] [Accepted: 10/31/2021] [Indexed: 11/10/2022]
Abstract
PURPOSE The aim of this study was to develop a tool to analyze the ethical dimensions during dental students' decision making, by using case-based learning (CBL). METHODS Five clinical scenarios involving ethical aspects addressing different moral dilemmas were selected. The cases were then administered to students during a course on ethics, and the students responded using a narrative technique. To analyze the responses, a criterion inspired by Kohlberg's theory of moral development was used. Subsequently, the data were analyzed statistically, and possible associations between the answers and other variables, such as the student's gender and theoretical knowledge of ethics, were evaluated. RESULTS A total of 260 students participated (182 women and 78 men), and 1300 narratives were analyzed. The reliability of the construct, as tested by the Cronbach's alpha and the homogeneity index, was acceptable (0.7). The validity of the construct was also assessed, suggesting a component analysis. The descriptive analysis suggests a certain tendency to solve moral problems by referring to established norms and laws. Furthermore, the correlation anaylysis suggests the interrelation between dimensions linked to patient integrity and respect for the truth, even though this conclusion is not reflected in the component analysis, which only detects a generic component of moral sensitivity. No significant differences by gender were found in the narratives, nor a strong correlation of the responses with theoretical knowledge on ethics. CONCLUSION CBL through the narrative method on ethical dilemmas is an effective tool for assessing dental students' moral competencies and their possible interactions with other variables.
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Affiliation(s)
- Ignacio Macpherson
- Department of Humanities, Faculty of Humanities, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Spain
| | - María Arregui
- Department of Dentistry, Faculty of Dentistry, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Spain
| | - Leonardo Marchini
- Department of Preventive and Community Dentistry, College of Dentistry and Dental Clinics, University of Iowa, Iowa City, Iowa, USA
| | - Luís Giner-Tarrida
- Department of Dentistry, Faculty of Dentistry, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Spain
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Development of an Online Asynchronous Clinical Learning Resource ("Ask the Expert") in Dental Education to Promote Personalized Learning. Healthcare (Basel) 2021; 9:healthcare9111420. [PMID: 34828467 PMCID: PMC8624543 DOI: 10.3390/healthcare9111420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 09/23/2021] [Accepted: 09/24/2021] [Indexed: 11/16/2022] Open
Abstract
This article describes the development and testing of an online asynchronous clinical learning resource named "Ask the Expert" to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A-"Ask the Expert" and L-"lecturer-led"). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes' duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes' duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A-5.61 ± 1.34, Group L-5.22 ± 1.57) and immediate post-test scores (Group A-7.42 ± 1.34, Group L-8.04 ± 1.22; paired t-test, p < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A-5.36 ± 1.29, Group L-5.33 ± 1.39 (independent sample t-test, p > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.
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Iguchi A, Hasegawa Y, Fujii K. Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills. MEDICAL SCIENCE EDUCATOR 2020; 30:1503-1513. [PMID: 34457818 PMCID: PMC8368263 DOI: 10.1007/s40670-020-01061-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students' actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students' self-evaluation. Self-assessment may enhance students' ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.
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Affiliation(s)
- Asami Iguchi
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Yuh Hasegawa
- The Nippon Dental University College at Niigata, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Kazuyuki Fujii
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
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Sun J, Adegbosin AE, Reher V, Rehbein G, Evans J. Validity and reliability of a self-assessment scale for Dental and Oral Health student's perception of transferable skills in Australia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:42-52. [PMID: 31518471 DOI: 10.1111/eje.12466] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2019] [Revised: 09/04/2019] [Accepted: 09/09/2019] [Indexed: 05/07/2023]
Abstract
BACKGROUND The Australian Dental Council's (ADC) competency framework requires graduating dental practitioners to be competent in a number of transferable skills, which includes: being scientifically versed, technically skilled and capable of safe independent work and teamwork, whilst adhering to high ethical standards (Australian Dental Council. Professional Competencies of the Newly Qualified Dentist. Melbourne, Australia: ADC; 2016). Part of the role of dental educators is to ensure graduating students acquire requisite transferable skills, in line with regulatory requirements (Chuenjitwongsa et al. Eur J Dent Educ. 2018;22:1). In order to achieve this, it is imperative to assess students' own understanding or perception of transferable skill requirement upon graduation. The objective of this study was to develop a valid and reliable scale for this assessment. METHOD A cohort of students drawn across three different dental programmes: undergraduate dentistry (years 1-3); post-graduate dentistry (years 4-5); and Bachelor of Dental Technology/Prosthesis, participated in this study. A self-assessment questionnaire containing relevant open- and closed-ended questions was administered. The questionnaire assessed students' perception of transferable skills for their future career and attitude towards learning and developing transferable skills. RESULT In total, we successfully assessed 388 of the 391 students sampled (99.2% response rate), their mean age was 24.3 years (SD ± 5.7), and 53.3% were females, whilst 46.7% were males. Overall, exploratory factor analysis (EFA) extracted five factors for students' perception of current skill level, and four factors for future skill requirements. The factor structures were confirmed using confirmatory factor analysis (CFA), and the structure had a good model fit and high levels of reliability, with respect to individual dimension and content validity. CONCLUSIONS The structure derived from the transferable skill survey administered to a cohort of dental students suggests that the transferable skill survey can be utilised as a valid and reliable screening tool to test students' perception of transferable skill requirements.
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Affiliation(s)
- Jing Sun
- School of Medicine, Griffith University, Gold Coast, Qld, Australia
| | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Qld, Australia
| | - Gail Rehbein
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Qld, Australia
| | - Jane Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Qld, Australia
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Ciardo A, Möltner A, Rüttermann S, Gerhardt-Szép S. Students' self-assessment of competencies in the phantom course of operative dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:204-211. [PMID: 30659731 DOI: 10.1111/eje.12422] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Accepted: 01/12/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The aim was to assess the competencies of undergraduate students in their roles of dental expert, scholar, communicator, collaborator, health advocate, manager and professional. MATERIALS AND METHODS For this retrospective, pseudonymised observational study (pre-/post-testing), students in two cohorts in their first clinical semester in operative dentistry were asked to judge their competencies (1 = very good to 6 = insufficient) with a learning objective catalogue designed at the Goethe University Frankfurt (modelled after the National Competency-Based Learning Objective Catalogue Dentistry), at the beginning and end of their phantom course. In order to relate the students' subjective competency judgements to objective evidence of their skills, at the end of the semester their marks from the summative Objective Structured Practical Examination (OSPE) were compared with the subjective judgement of their exam performance before the final results were known. RESULTS The reliability of the evaluation sheet was evaluated with Cronbach's alpha 0.98. The students judged their competencies as "sufficient" (4.23 ± 0.51) at the beginning and "satisfactory" (2.82 ± 0.43) at the end. A significant improvement in competencies was observed within all roles. The students' subjective judgement of the exam results (3.66 ± 0.62) was significantly correlated with the actual marks (3.69 ± 0.83) in the OSPE at 0.3547 (P = 0.0015). CONCLUSION The evaluation instrument showed excellent reliability. The students judged that their competencies significantly increased during the semester. The triangulation with the actual marks in the context of an OSPE demonstrated a significant correlation with the students' exam judgements.
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Affiliation(s)
- Antonio Ciardo
- Section of Periodontology, Department of Conservative Dentistry, Clinic for Oral, Dental and Maxillofacial Diseases, University Hospital Heidelberg, Heidelberg, Germany
- Department of Operative Dentistry, Center of Dentistry and Oral Medicine (Carolinum), Goethe University Frankfurt, Frankfurt, Germany
| | - Andreas Möltner
- Competence Centre for Assessment in Medicine/Baden-Württemberg, Medical Faculty, University Heidelberg, Heidelberg, Germany
| | - Stefan Rüttermann
- Department of Operative Dentistry, Center of Dentistry and Oral Medicine (Carolinum), Goethe University Frankfurt, Frankfurt, Germany
| | - Susanne Gerhardt-Szép
- Department of Operative Dentistry, Center of Dentistry and Oral Medicine (Carolinum), Goethe University Frankfurt, Frankfurt, Germany
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Lichtenstein NV, Haak R, Ensmann I, Hallal H, Huttenlau J, Krämer K, Krause F, Matthes J, Stosch C. Does teaching social and communicative competences influence dental students' attitudes towards learning communication skills? A comparison between two dental schools in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2018; 35:Doc18. [PMID: 29963608 PMCID: PMC6022579 DOI: 10.3205/zma001165] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2017] [Revised: 02/20/2018] [Accepted: 03/04/2018] [Indexed: 06/08/2023]
Abstract
Introduction: Teaching social and communicative competences has become an important part of undergraduate dental education. The aim of this study was to explore the influence of a longitudinal curriculum, addressing social and communication skills, on dental students' attitudes towards learning these skills. Material and methods: Data on the attitudes towards learning communication skills were collected at two German universities and compared in a cross-sectional survey. 397 dental students were included, 175 students attended a longitudinal curriculum addressing social and communicative competences while 222 students did not. The dental students' attitude towards learning communication skills was measured by a German version of the Communication Skills Attitude Scale (CSAS-D). Results: Dental students who participated in a longitudinal communication curriculum had significantly lower negative attitudes towards learning communication skills than students who did not attend such courses. Differences in positive attitudes could not be found. Significant interaction effects were found for the factors gender and section of study: female students in the clinical section of their study who participated in the longitudinal curriculum reported higher positive attitudes and lower negative attitudes compared to female students in the preclinical section of study. Conclusion: The results of this study indicate that a longitudinal curriculum addressing communication skills can enhance positive and reduce negative attitudes towards learning communication skills. More longitudinal data is needed to explore to what extent gender affects development of communication skills and how students' attitudes towards learning communication change in the long run.
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Affiliation(s)
- Nora V. Lichtenstein
- University of Cologne, Faculty of Medicine, Office of the Vice Dean for Teaching and Studies, Cologne, Germany
| | - Rainer Haak
- University of Leipzig, Department of Cariology, Endodontology and Periodontology, Leipzig, Germany
| | - Isabelle Ensmann
- University of Cologne, Department of Operative Dentistry and Periodontology, Cologne, Germany
| | - Houda Hallal
- University of Cologne, Faculty of Medicine, Office of the Vice Dean for Teaching and Studies, Cologne, Germany
| | - Jana Huttenlau
- University of Cologne, Department of Operative Dentistry and Periodontology, Cologne, Germany
| | - Katharina Krämer
- University of Cologne, Department of Psychiatry, Cologne, Germany
| | - Felix Krause
- University of Leipzig, Department of Cariology, Endodontology and Periodontology, Leipzig, Germany
| | - Jan Matthes
- University of Cologne, Department of Pharmacology, Cologne, Germany
| | - Christoph Stosch
- University of Cologne, Faculty of Medicine, Office of the Vice Dean for Teaching and Studies, Cologne, Germany
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Gaunkar RB, Basavarajappa P, Raheel SA, Kujan OB. Perception of Dental Public Health Competency among recent graduates. J Int Soc Prev Community Dent 2016; 6:S137-42. [PMID: 27652246 PMCID: PMC5022391 DOI: 10.4103/2231-0762.189741] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Aims and Objectives: This study aimed to assess how competent the recent dental graduates perceive themselves to be in Dental Public Health. Materials and Methods: A 21-item structured, close-ended questionnaire study was carried out at the KLEVK Institute of Dental Sciences, Belgaum, India. Students assessed their competencies using a three-point ordinal scale. One hundred and thirty-three students were asked to rate their proficiency on a 21-item matrix of the dental public health program. The responses were grouped using the Likert-type scale. Frequencies descriptive data were generated, and statistical analysis of examined variables was carried out using the Chi-square test. Mann–Whitney test was conducted to identify the correlation between variables. Results: The overall mean score was 22.61 ± 10.94, highlighting confidence of the graduates in managing the oral health problems at the community level. Females showed higher competencies in functions related “to develop activities to motivate the community development,” “to motivate health and oral health through health education,” and “to motivate health and oral health through the creation of healthy settings.” While males reported greater competency for the function “to adjust the dental practice to situations of restrictions that limits it.” Conclusion: Recent dental graduates at the Institute perceived themselves competent in managing oral and dental health problems at the public level. Additional countrywide evidence regarding teaching and learning of public health dentistry is essential to compare the current experiences of dental graduates and ultimately enhance patient care.
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Affiliation(s)
- Ridhima B Gaunkar
- Department of Public Health Dentistry, Goa Dental College and Hospital, Goa, India
| | | | - Syed A Raheel
- Department of Oral Medicine and Diagnostic Sciences, Al-Farabi College for Dentistry and Nursing, Riyadh, Saudi Arabia
| | - Omar B Kujan
- Department of Oral Medicine and Diagnostic Sciences, Al-Farabi College for Dentistry and Nursing, Riyadh, Saudi Arabia; School of Dentistry, The University of Western Australia, Nedlands, Australia
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