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Arroyo-Bote S, Bennasar-Verger C, Martínez-Jover A, Ferragut-Pina P, Riutot-Sbert P, López-González ÁA, Barkvol P. Development of a three-dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching. J Dent Educ 2024; 88:1144-1158. [PMID: 38634400 DOI: 10.1002/jdd.13552] [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: 11/22/2023] [Revised: 02/18/2024] [Accepted: 03/23/2024] [Indexed: 04/19/2024]
Abstract
INTRODUCTION The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. OBJECTIVE We will present a digital procedure for the creation of three-dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. MATERIAL AND METHOD Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3-shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. RESULTS The result is the typodont model, in which seven laboratory sessions took place: 1-Restoration of conoid tooth morphology, 2-Cervical abrasion/ erosion restoration, 3-Direct Composite Veneer, 4-Aesthetic correction in a tooth with rotation, 5-Diastem closure, 6-Occlusal abrasions/ erosion, and 7-Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. CONCLUSION The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.
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Affiliation(s)
- Sebastiana Arroyo-Bote
- Department of Conservative Dentistry, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
| | - Catalina Bennasar-Verger
- Department of Conservative Dentistry, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Andrés Martínez-Jover
- Department of Conservative Dentistry, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Pablo Ferragut-Pina
- Department of dental prostheses, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Pere Riutot-Sbert
- Advisory Council for Research, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
| | - Ángel Arturo López-González
- Department of statistics and research, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
- Occupational Risk Prevention Service, Balearic Islands Health Service, Palma, Spain
| | - Pål Barkvol
- Department of Oral Medicine, Faculty of Dentistry, University of Oslo, Oslo, Norway
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Alsoghier A, Ali K. Self-perceived preparedness of new dental graduates from a Middle Eastern university. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:559-566. [PMID: 38098132 DOI: 10.1111/eje.12981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 09/20/2023] [Accepted: 11/12/2023] [Indexed: 04/19/2024]
Abstract
INTRODUCTION Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self-reported preparedness for the dental practice among new dental graduates from a University in the Middle East. METHODS Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU-PAS), was used to evaluate the self-perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants. RESULTS A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU-PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children. CONCLUSION The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates.
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Affiliation(s)
| | - Kamran Ali
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
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Ren R, Chen G, Yan J, Zhang S, Tan J, Yue JJ. Development and validation of a core competence instrument for clinical nursing teachers: A mixed-methods study. NURSE EDUCATION TODAY 2024; 132:106011. [PMID: 37931347 DOI: 10.1016/j.nedt.2023.106011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 10/11/2023] [Accepted: 10/26/2023] [Indexed: 11/08/2023]
Abstract
BACKGROUND Competence-based education (CBE) highlights the important position of clinical nursing teachers and stipulates additional requirements for them. However, research on the core competence of clinical nursing teachers remains lacking, which has hindered their development and the cultivation of nursing students. OBJECTIVES Developing and verifying a core competence instrument to evaluate clinical nursing teachers' competence in clinical settings and provide empirical guidance for their development. DESIGN A mixed-methods study including qualitative and quantitative methods. SETTINGS Primarily, 9 universities and hospitals throughout China. PARTICIPANTS Fourteen nursing experts and 2 students participated in the qualitative study, and 626 nursing professionals ultimately participated in the quantitative study. METHODS The instrument was developed based on behavioral event interviews and expert consultation as well as exploratory factor analysis using a cross-sectional survey, following which the instrument was verified by confirmatory factor analysis. RESULTS A 4-factor core competence instrument for clinical nursing teachers was developed and verified; the four factors included education and teaching competence, clinical nursing competence, management competence and professional awareness and attitude, and the instrument included 25 items in total. The instrument has an explanatory degree of 90.58 %, and it exhibits good reliability and validity as well as a good fit to the data. CONCLUSIONS This instrument can provide theoretical guidance for the development of clinical nursing teachers and can be widely used as an effective tool in practice. Nursing administrators and educators should implement policies and programs to help clinical nursing teachers improve their competencies with regard to these four aspects, which can play an important role in the development of nurse education.
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Affiliation(s)
- Ran Ren
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China; Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Gang Chen
- Biomedical Analysis Center, College of Basic Medicine, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Jingmin Yan
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Suofei Zhang
- Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China
| | - Jing Tan
- Department of Nursing Management, School of Nursing, Third Military Medical University (Army Medical University), Chongqing 400038, China.
| | - Juan-Juan Yue
- Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), Chongqing 400038, China.
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Shah AA, Dempster LJ, Singhal S, Quiñonez CR. What influences attitudes toward professionalism in dental students? J Dent Educ 2022; 86:1332-1349. [DOI: 10.1002/jdd.12926] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 01/24/2022] [Accepted: 03/04/2022] [Indexed: 11/08/2022]
Affiliation(s)
- Astha A. Shah
- Faculty of Dentistry University of Toronto Toronto Ontario Canada
| | | | - Sonica Singhal
- Faculty of Dentistry University of Toronto Toronto Ontario Canada
- Public Health Ontario Toronto Ontario Canada
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Yu W, Sun Y, Miao M, Li L, Zhang Y, Zhang L, Lu E. Eleven-year experience implementing a dental undergraduate research programme in a prestigious dental school in China: Lessons learned and future prospects. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:246-260. [PMID: 32967058 DOI: 10.1111/eje.12598] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 08/20/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To summarise the lessons learned from implementing a dental undergraduate research programme over the past eleven years and identify key elements to guarantee the success of dental undergraduate research in the future. MATERIAL AND METHODS An overview of 80 research projects from 2007 to 2017 was provided, consisting of 239 participating undergraduates and 47 faculty advisors. Students' academic performance was compared between participating and non-participating undergraduates. An anonymous questionnaire was designed and distributed to participants, with VAS satisfaction assessment, Likert-scale items and open-ended questions. Questions focused on overall satisfaction, motivation, benefits to student career development and essential elements for the dental undergraduate research programme in the future. RESULTS The undergraduate participants had significantly better scores of GPAs (3.41 vs 3.21; P < 0.0001), obtained more awards on the honour rolls (0.53 vs 0.30; P = 0.0171) and published more peer-reviewed articles (1.62 vs 1.31; P = 0.0253) than non-participants. Seventy-two undergraduates (75.79%) and thirty-eight advisors (80.85%) responded to the questionnaire. The overall satisfaction was scored as 78.18/100 and 72.36/100 amongst advisors and students, respectively. Interest was considered the best motivation for participation by students (3.81/5.00) and advisors (4.00/5.00). The research programme was beneficial to students' overall career development. Essential roles played by the dental school, faculty and undergraduates were suggested to improve the research environment. CONCLUSION The dental undergraduate research programme has positive effects on students' academic performance. The support of the dental school, the engagement of qualified faculty, the interest and autonomy of students and camaraderie amongst these three key elements are essential for the research programme in the future.
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Affiliation(s)
- Weijun Yu
- Department of Stomatology, Renji Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
- College of Stomatology, Shanghai Jiao Tong University, Shanghai, China
| | - Yun Sun
- Shanghai Ninth People's Hospital, College of Stomatology, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Michael Miao
- Curriculum in Oral and Craniofacial Biomedicine, Division of Oral and Craniofacial Health Sciences, Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
- Thurston Arthritis Research Center, Division of Rheumatology, Allergy, and Immunology, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Lyuyuan Li
- College of Stomatology, Shanghai Jiao Tong University, Shanghai, China
| | - Yu Zhang
- College of Stomatology, Shanghai Jiao Tong University, Shanghai, China
| | - Lili Zhang
- School of Public Health, Zhejiang University School of Medicine, Zhejiang, China
- China Hospital Development Institute, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Eryi Lu
- Department of Stomatology, Renji Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
- College of Stomatology, Shanghai Jiao Tong University, Shanghai, China
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Wang H, Xu H, Zhang J, Yu S, Wang M, Qiu J, Zhang M. The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university. BMC MEDICAL EDUCATION 2020; 20:469. [PMID: 33238983 PMCID: PMC7691052 DOI: 10.1186/s12909-020-02390-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 11/19/2020] [Indexed: 05/15/2023]
Abstract
BACKGROUND The tooth morphology course is an important basic dental course. However, it is difficult to fully reflect the three-dimensional (3D) morphological characteristics of tooth structure in two-dimensional pictures in traditional textbooks. The aim of this study was to assess the effect of 3D-printed plastic model teeth in the teaching of tooth morphology. METHODS Twenty-two undergraduate students who matriculated at the School of Stomatology, the Fourth Medical University, in 2014 and 23 who matriculated in 2016 participated in the study. Each student who matriculated in 2016 was given a full set of fourteen standard 3D-printed plastic model teeth for use during the learning process, and an anonymous questionnaire was used to evaluate the usefulness of the 3D-printed plastic model teeth from the perspective of the students. RESULTS There was no significant difference between the two groups in the scores of the theoretical examination or the total score. However, for the score of the sculpted gypsum teeth, the students who used the 3D-printed plastic model teeth in their studies scored significantly higher (P = 0.002). More than 90% of the students thought that the 3D-printed plastic model teeth were of great help or were very helpful for mastering the anatomy of teeth and for carving the gypsum teeth. CONCLUSION Standard 3D-printed plastic teeth can effectively assist students in learning tooth morphology by transforming two-dimensional pictures and descriptions in the textbook into a 3D conformation, effectively promoting students' learning and mastery of tooth morphology and structure. Additionally, the results suggest that 3D-printed plastic model teeth are of great help to the students in mastering and improving their carving skills.
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Affiliation(s)
- Helin Wang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Haokun Xu
- Department of Medical Education, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Junhua Zhang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Shibin Yu
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Meiqing Wang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China
| | - Jun Qiu
- Department of Medical Education, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China.
| | - Mian Zhang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi International Joint Research Center for Oral Diseases, Department of Oral Anatomy and Physiology, The Third Affiliated Hospital of the Fourth Military Medical University, 145 Changlexi Road, Xi'an, 710032, Shaanxi, China.
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Szabó RM, Davis JM, Antal M. Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary. BMC MEDICAL EDUCATION 2020; 20:68. [PMID: 32143710 PMCID: PMC7059283 DOI: 10.1186/s12909-020-1981-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2019] [Accepted: 02/24/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND In the last three decades there is a growing recognition in the dental profession that dental education must go beyond teaching the technicalities of dentistry and include professionalism and communication skills that the future dentist may need. Such skills are best taught in a student-centered way. Literature suggests that student-centered elements are difficult to introduce in traditional, teacher-centered curricula. This is especially true in post-communist countries where higher education was under strict state control for decades. The aim of the piece of research presented here was to investigate how difficult it is to introduce a student-centered career skills course in a traditionally teacher-centered dental curriculum. METHODS Considering the needs of our final-year dental students and Super's model of career development, we created an undergraduate curricular career skills course running for two semesters in two languages (Hungarian and English). The primary aim of the course is to help students with their career expectations and develop their identity as a professional workforce. The secondary aim is to teach skills that students can use when applying for a job. At the end of the semesters, we assessed our students' satisfaction with various aspects of the course by using a questionnaire. Results were analyzed item-wise and according to the main aspects of the course (i.e., groups of items organized around a particular aspect). RESULTS General satisfaction with the course was high, and practical skills training (such as CV and motivation letter writing) got the highest scores. From the answers it appears that the students were the least comfortable with having to deal with their personal values and preferences. CONCLUSIONS While it is common for universities to offer various forms of career intervention, to our knowledge, no other university offers a curricular career skills course specifically for dental students. Our student-centered course designed in a problem-based learning framework worked even in a traditionally teacher-centered educational environment, where university students are rarely encouraged to be active participants in courses. By sharing our experience, we would like to encourage our fellow dental educators working in similar environments to devise and offer such courses.
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Affiliation(s)
- Réka Magdolna Szabó
- Department of Health Economics, University of Szeged, Faculty of Medicine, Tisza Lajos körút 109, Szeged, 6725 Hungary
| | - Joan Mary Davis
- Missouri School of Dentistry & Oral Health, A.T. Still University, 1500 Park, St Louis, Missouri, 63501 USA
| | - Márk Antal
- Department of Esthetic and Operative Dentistry, University of Szeged, Faculty of Dentistry, Tisza Lajos körút 64, Szeged, 6720 Hungary
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