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Goldstein M, Donos N, Teughels W, Gkranias N, Temmerman A, Derks J, Kuru BE, Carra MC, Castro AB, Dereka X, Dekeyser C, Herrera D, Vandamme K, Calciolari E. Structure, governance and delivery of specialist training programs in periodontology and implant dentistry. J Clin Periodontol 2024. [PMID: 39072845 DOI: 10.1111/jcpe.14033] [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: 04/03/2024] [Revised: 06/07/2024] [Accepted: 06/08/2024] [Indexed: 07/30/2024]
Abstract
AIM To update the competences and learning outcomes and their evaluation, educational methods and education quality assurance for the training of contemporary specialists in periodontology, including the impact of the 2018 Classification of Periodontal and Peri-implant Diseases and Conditions (2018 Classification hereafter) and the European Federation of Periodontology (EFP) Clinical Practice Guidelines (CPGs). METHODS Evidence was gathered through scientific databases and by searching for European policies on higher education. In addition, two surveys were designed and sent to program directors and graduates. RESULTS Program directors reported that curricula were periodically adapted to incorporate advances in diagnosis, classification, treatment guidelines and clinical techniques, including the 2018 Classification and the EFP CPGs. Graduates evaluated their overall training positively, although satisfaction was limited for training in mucogingival and surgical procedures related to dental implants. Traditional educational methods, such as didactic lectures, are still commonly employed, but they are now often associated with more interactive methods such as case-based seminars and problem-based and simulation-based learning. The evaluation of competences/learning outcomes should employ multiple methods of assessment. CONCLUSION An update of competences and learning outcomes of specialist training in periodontology is proposed, including knowledge and practical application of the 2018 Classification and CPGs. Harmonizing specialist training in periodontology is a critical issue at the European level.
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Affiliation(s)
- Moshe Goldstein
- Faculty of Dental Medicine, Hadassah Medical Center and Hebrew University, Jerusalem, Israel
- Postgraduate Education Committee, European Federation of Periodontology (EFP)
| | - Nikolaos Donos
- Centre for Oral Clinical Research, Institute of Dentistry, Faculty of Medicine and Dentistry, Queen Mary University of London, London, UK
- Chair, Education Committee, European Federation of Periodontology (EFP)
| | - Wim Teughels
- Department of Oral Health Sciences, Periodontology and Oral Microbiology, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium
| | - Nikolaos Gkranias
- Centre for Oral Clinical Research, Institute of Dentistry, Faculty of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Andy Temmerman
- Department of Oral Health Sciences, Periodontology and Oral Microbiology, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium
| | - Jan Derks
- Department of Periodontology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Periodontology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Bahar Eren Kuru
- Department of Periodontology and Postgraduate Program in Periodontology, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey
| | - Maria Clotilde Carra
- Department of Periodontology, U.F.R. of Odontology, Université Paris Cité, Paris, France
- Unit of Periodontal and Oral Surgery, Service of Odontology, Rothschild Hospital (AP-HP), Paris, France
- INSERM- Sorbonne Paris Cité Epidemiology and Statistics Research Centre, Paris, France
| | - Ana Belen Castro
- Department of Oral Health Sciences, Periodontology and Oral Microbiology, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium
| | - Xanthippi Dereka
- Department of Periodontology, School of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Christel Dekeyser
- Department of Oral Health Sciences, Periodontology and Oral Microbiology, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium
| | - David Herrera
- ETEP (Etiology and Therapy of Periodontal and Peri-implant Diseases) Research Group, University Complutense of Madrid, Madrid, Spain
| | - Katleen Vandamme
- Department of Oral Health Sciences, Periodontology and Oral Microbiology, KU Leuven and Dentistry, University Hospitals Leuven, Leuven, Belgium
| | - Elena Calciolari
- Centre for Oral Clinical Research, Institute of Dentistry, Faculty of Medicine and Dentistry, Queen Mary University of London, London, UK
- Dental School, Department of Medicine and Surgery, University of Parma, Parma, Italy
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Herrera D, Chapple I, Jepsen S, Berglundh T, Tonetti MS, Kebschull M, Sculean A, Papapanou PN, Sanz M. Consensus report of the second European Consensus Workshop on Education in Periodontology. J Clin Periodontol 2024. [PMID: 38710626 DOI: 10.1111/jcpe.13983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Accepted: 03/21/2024] [Indexed: 05/08/2024]
Abstract
BACKGROUND The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. AIM To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. METHODS Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in-person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. RESULTS The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face-to-face, virtual and blended learning methods. CONCLUSION Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology.
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Affiliation(s)
- David Herrera
- ETEP (Etiology and Therapy of Periodontal and Peri-implant Diseases) Research Group, University Complutense of Madrid, Madrid, Spain
| | - Iain Chapple
- Periodontal Research Group, Institute of Clinical Sciences, College of Medical & Dental Sciences, The University of Birmingham, Birmingham, UK
- Birmingham Community Healthcare NHS Foundation Trust, Birmingham, UK
| | - Søren Jepsen
- Department of Periodontology, Operative and Preventive Dentistry, University Hospital Bonn, Bonn, Germany
| | - Tord Berglundh
- Department of Periodontology, Institute of Odontology, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Maurizio S Tonetti
- Shanghai PerioImplant Innovation Center, Department of Oral and Maxillo-facial Implantology, Shanghai Key Laboratory of Stomatology, National Clinical Research Centre for Oral Diseases, Shanghai Ninth People Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Moritz Kebschull
- Periodontal Research Group, Institute of Clinical Sciences, College of Medical & Dental Sciences, The University of Birmingham, Birmingham, UK
- Birmingham Community Healthcare NHS Foundation Trust, Birmingham, UK
- Division of Periodontics, Section of Oral, Diagnostic and Rehabilitation Sciences, College of Dental Medicine, Columbia University, New York, New York, USA
| | - Anton Sculean
- Department of Periodontology, School of Dental Medicine, University of Bern, Bern, Switzerland
| | - Panos N Papapanou
- Division of Periodontics, Section of Oral, Diagnostic and Rehabilitation Sciences, College of Dental Medicine, Columbia University, New York, New York, USA
| | - Mariano Sanz
- ETEP (Etiology and Therapy of Periodontal and Peri-implant Diseases) Research Group, University Complutense of Madrid, Madrid, Spain
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Khemiss M, Ben Messaoud NS, Hadidane M, Ben Khelifa M, Ben Saad H. The relationship between obesity and oral-health status in North African adults: A comparative study. Int J Dent Hyg 2024; 22:167-176. [PMID: 37804219 DOI: 10.1111/idh.12767] [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: 09/14/2021] [Revised: 09/21/2022] [Accepted: 09/03/2023] [Indexed: 10/09/2023]
Abstract
INTRODUCTION The strength of the association between obesity and oral health is still indecisive. OBJECTIVE The objectives of the study were to compare some oral-health data between two groups involving obese (OG) and normal weight (NWG) participants and determine the influencing factors of the periodontal probing depth (PPD). METHODS This was a cross-sectional study including 67 Tunisian adults [OG (n = 33, body mass index (BMI) > 30 kg/m2 ), NWG (n = 34, BMI: 18.5-25.0 kg/m2 )]. The plaque level was recorded using the plaque index (PI). Gingival index (GI) was used to evaluate gingival inflammation. The depths of the sulci/pockets were probed using a periodontal probe. Stimulated saliva was collected for 5 min, and salivary flow rate (SFR) was determined. Salivary baseline pH (SBpH) was measured. A multivariable regression analysis was performed between PPD and some independent variables [i.e. obesity status, age, sex, socioeconomic status, systemic diseases and PI data]. RESULTS The OG and NWG were age- and sex-matched and included comparable percentages of participants with systemic diseases (27.3 vs. 29.4%, respectively). The OG included a higher percentage of participants having a low socioeconomic status (87.9 vs. 64.7%, respectively). Compared with the NWG, the OG: (i) had comparable values of daily toothbrushing frequency, PI, GI and tooth mobility, (ii) included comparable percentages of irregular brushers, of participants with periodontitis, PI classes [0-1]and [1-2]; and GI classes [0-1], [1-2] and [2, 3]; (iii) had a higher PPD (2.02 ± 0.41 vs. 2.35 ± 0.22 mm, respectively), (iv) had lower SBpH (7.59 ± 0.21 vs. 7.45 ± 0.22, respectively) and SFR (1.98 ± 0.28 vs. 1.60 ± 0.32 mL/mn, respectively) and (v) included a higher percentage of participants having a PI class [2, 3] (67.6 vs. 87.9%, respectively). The multivariable regression analysis revealed that only obesity status, age and PI classes influenced the PPD, altogether explained 29.62% of the PPD variance. CONCLUSION Obesity poses a risk for oral health, and obese adults had altered PPD and lower BSpH and SFR. Dentists should make obese patients aware of the health risks of obesity in an attempt to reduce the potential oral complications associated with this epidemic.
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Affiliation(s)
- Mehdi Khemiss
- Department of Dental Medicine, Fattouma Bourguiba University Hospital of Monastir, Monastir, Tunisia
- Research Laboratory N8 LR12SP10: Functional and Aesthetic Rehabilitation of Maxillary, Farhat Hached University Hospital of Sousse, Sousse, Tunisia
| | - Nour Sayda Ben Messaoud
- Research Laboratory N8 LR12SP10: Functional and Aesthetic Rehabilitation of Maxillary, Farhat Hached University Hospital of Sousse, Sousse, Tunisia
- Department of Dental Medicine, Farhat Hached University Hospital of Sousse, Sousse, Tunisia
| | - Meriem Hadidane
- Department of Dental Medicine, Fattouma Bourguiba University Hospital of Monastir, Monastir, Tunisia
| | - Mohamed Ben Khelifa
- Department of Dental Medicine, Fattouma Bourguiba University Hospital of Monastir, Monastir, Tunisia
- Research Laboratory N8 LR12SP10: Functional and Aesthetic Rehabilitation of Maxillary, Farhat Hached University Hospital of Sousse, Sousse, Tunisia
| | - Helmi Ben Saad
- Hôpital Farhat Hached, Service de Physiologie et Explorations Fonctionnelles, Université de Sousse, Sousse, Tunisie
- Hôpital Farhat HACHED, Laboratoire de Recherche LR12SP09 'Insuffisance cardiaque', Université de Sousse, Sousse, Tunisie
- Faculté de Médecine de Sousse, Service de Physiologie et Explorations Fonctionnelles, Université de Sousse, Sousse, Tunisie
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Kane SK, Wetzel EA, Niehaus JZ, Abu-Sultaneh S, Beardsly A, Bales M, Parsons D, Rowan CM. Development and Implementation of a Quick Response (QR) Code System to Streamline the Process for Fellows' Evaluation in the Pediatric Intensive Care Unit (PICU) and the Neonatal Intensive Care Unit (NICU) at a Large Academic Center. Cureus 2023; 15:e47462. [PMID: 38021709 PMCID: PMC10662199 DOI: 10.7759/cureus.47462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/22/2023] [Indexed: 12/01/2023] Open
Abstract
BACKGROUND/OBJECTIVE Useful feedback and evaluation are critical to a medical trainee's development. While most academic physicians understand that giving feedback to learners is essential, many do not consider the components of feedback to be truly useful, and there are barriers to implementation. We sought to use a quick reader (QR) system to solicit feedback for trainees in two pediatric subspecialties (pediatric critical care and neonatal-perinatal medicine) at one institution to increase the quality and quantity of feedback received. METHODS New valuations were modified from the existing evaluations and imported into online systems with QR code capability. Each fellow was given a QR code linking to evaluations and encouraged to solicit feedback and evaluations in a variety of clinical settings and scenarios. Evaluation numbers and quality of evaluations were assessed and compared both pre- and post-intervention. RESULTS There were increases in the number of evaluations completed for both the pediatric critical care fellows and the neonatal-perinatal medicine fellows. There was no overall change in the quality of written evaluations received. Satisfaction with the evaluation system improved for both faculty and fellows of both training programs. CONCLUSION In our critical care units, we were successfully able to implement a QR code-driven evaluation for our fellows that improved access for the faculty and offered the ability of the learner to solicit evaluations, without compromising the number or quality of evaluations. What's new: Quick reader (QR) codes can be used by learners to solicit evaluations and feedback from faculty. They can increase the quantity of written evaluations received without affecting their quality.
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Affiliation(s)
- Sara K Kane
- Pediatrics/Neonatology, Indiana University School of Medicine, Indianapolis, USA
| | - Elizabeth A Wetzel
- Pediatrics/Neonatology, Indiana University School of Medicine, Indianapolis, USA
| | - Jason Z Niehaus
- Pediatrics/Neonatology, Indiana University School of Medicine, Indianapolis, USA
| | - Samer Abu-Sultaneh
- Pediatrics/Critical Care Medicine, Indiana University School of Medicine, Indianapolis, USA
| | - Andrew Beardsly
- Pediatrics/Critical Care Medicine, Indiana University School of Medicine, Indianapolis, USA
| | - Melissa Bales
- Pediatrics, Indiana University School of Medicine, Indianapolis, USA
| | - Deb Parsons
- Pediatrics, Indiana University School of Medicine, Indianapolis, USA
| | - Courtney M Rowan
- Pediatrics/Critical Care Medicine, Indiana University School of Medicine, Indianapolis, USA
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Bullock A, Kavadella A, Cowpe J, Barnes E, Quinn B, Murphy D. Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross-professional shift away from counting hours. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:390-397. [PMID: 32056338 DOI: 10.1111/eje.12514] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Revised: 01/30/2020] [Accepted: 02/04/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Health professionals worldwide are required to maintain their knowledge and skills through continuing education. However, there is limited evidence that the accumulation of hours of educational activity enhances practice. The aim of this study was to review evidence of the impact of continuing professional development (CPD), best educational practice and new models of CPD requirements. METHODS We conducted a rapid evidence synthesis, reviewing literature and websites on continuing education for healthcare and non-healthcare professionals. RESULTS We extracted data from 184 publications. Evidence of changed practice and improved patient care is uncommon in studies of CPD. What evidence there is suggests that activities are more likely to have impact if a combination of methods is used and if they are aligned with learning needs. Impact is also affected by the learner and their work environment. In terms of CPD requirements, we identified three models: input-based; outcomes-based and mixed models. We found a clear shift from quantitative, time-serving, input-models to outcomes-focused models which emphasise the identification of learning needs, selection of educational activity relevant to practice and reflection on practice improvement. Across a range of professions, recently updated CPD regulations no longer require registrants to accumulate CPD hours/points/credits. CONCLUSION Outcomes-based models support registrants' engagement in relevant, meaningful CPD which holds greater potential to positively impact on practice and strengthen patient safety. In funding this study, the UK General Dental Council exemplifies its commitment to reviewing its CPD requirments.
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Affiliation(s)
- Alison Bullock
- School of Social Sciences, Cardiff University, Cardiff, UK
| | - Argyro Kavadella
- Association for Dental Education in Europe, Dublin, Ireland
- Athens University, Athens, Greece
| | - Jonathan Cowpe
- School of Social Sciences, Cardiff University, Cardiff, UK
| | - Emma Barnes
- School of Social Sciences, Cardiff University, Cardiff, UK
| | | | - Denis Murphy
- Association for Dental Education in Europe, Dublin, Ireland
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6
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Berry MCDC, de M Neto JM, de Souza MIDC, Figueredo CMDS, Reher V, Evans JL. Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review. J Dent Educ 2020; 84:830-839. [PMID: 32421234 DOI: 10.1002/jdd.12179] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 03/27/2020] [Accepted: 04/21/2020] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. METHODS The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. CONCLUSION The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.
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Affiliation(s)
- Maria C de C Berry
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Joao M de M Neto
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | | | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Gürsoy M, Wilensky A, Claffey N, Herrera D, Preshaw PM, Sanz M, Schlagenhauf U, Trombelli L, Demirel K. Periodontal education and assessment in the undergraduate dental curriculum-A questionnaire-based survey in European countries. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e488-e499. [PMID: 29460375 DOI: 10.1111/eje.12330] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/27/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVES This survey aimed to evaluate whether periodontal education and assessment in undergraduate dental curricula amongst the member countries of the European Federation of Periodontology (EFP) follow the competency-based curricular guidelines and recommendations developed by the Association for Dental Education in Europe. MATERIALS AND METHODS A multiple-choice questionnaire was emailed to 244 dental institutes amongst the 24 EFP member countries between November 2014 and July 2015. RESULTS Data were received from 16 (66.7%) EFP member countries. Out of 117 responding dental institutes, 76 (64.95%) were included as valid responders. In most of the institutes (86.3%), a minimum set of competencies in periodontology was taken into account when constructing their dental education programmes. Out of 76 responders, 98.1% included lecture-based, 74.1% case-based and 57.1% problem-based teaching in their periodontal curricula, whilst a minority (15.9%) also used other methods. A similar pattern was also seen in the time allocation for these four educational methods, that is, the highest proportion (51.8%) was dedicated to lecture-based teaching and only a small proportion (5.7%) to other methods. Periodontal competencies and skills were most frequently assessed by clinical grading on clinic, multiple-choice examination (written examination) and oral examination, whereas competency tests and self-assessment were rarely used. Only in 11 (14.5%) cases, access flap procedures were performed by students. CONCLUSION Great diversity in teaching methodology amongst the surveyed schools was demonstrated, and thus, to harmonise undergraduate periodontal education and assessment across Europe, a minimum set of recommendations could be developed and disseminated by the EFP.
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Affiliation(s)
- M Gürsoy
- Department of Periodontology, Institute of Dentistry, University of Turku, Turku, Finland
| | - A Wilensky
- Department of Periodontology, Faculty of Dental Medicine, Hebrew University-Hadassah, Jerusalem, Israel
| | - N Claffey
- Division of Restorative Dentistry & Periodontology, Dublin Dental University Hospital, Trinity College, Dublin, Ireland
| | - D Herrera
- ETEP (Etiology and Therapy of Periodontal Diseases) Research Group, Faculty of Odontology, University Complutense, Madrid, Spain
| | - P M Preshaw
- Centre for Oral Health Research and Institute of Cellular Medicine, Newcastle University, Newcastle upon Tyne, UK
| | - M Sanz
- ETEP (Etiology and Therapy of Periodontal Diseases) Research Group, Faculty of Odontology, University Complutense, Madrid, Spain
| | - U Schlagenhauf
- Department of Periodontology, University Hospital Wuerzburg, Wuerzburg, Germany
| | - L Trombelli
- School of Dentistry & Research Centre for the Study of Periodontal and Peri-implant Diseases, University of Ferrara, Ferrara, Italy
| | - K Demirel
- Department of Periodontology, Istanbul University, Istanbul, Turkey
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8
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de Lange T, Møystad A, Torgersen GR. Increasing clinical relevance in oral radiology: Benefits and challenges when implementing digital assessment. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:198-208. [PMID: 29436763 DOI: 10.1111/eje.12326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2018] [Indexed: 06/08/2023]
Abstract
AIMS The aims of the study were to investigate benefits and challenges in implementing a digital examination and study the clinical relevance of the digital examination in relation to clinical training and practice. MATERIAL AND METHOD The study was based on semi-structured focus-group interviews from two distinct student populations (2016 and 2017) in a bachelor programme in dental hygiene. In addition, conversational data from a plenary discussion from the whole second student population (2017) were collected and analysed. The data were approached on basis of content analysis. RESULTS A benefit experienced in the digital examination was the ease in typing and editing answers on the computer. This suggests an increased effectiveness in computer-based compared to analogue examinations. An additional advantage was the experienced relevance of the examination related to the clinic. This finding refers not only to the digital presentations of images, but also to the entire setting in the clinic and dental practice. The limitations reported by the students were non-optimal viewing conditions for presenting radiographic images and difficulties in obtaining an overview of the assignments compared to paper-based examinations due to the linear digital examination format. The last finding on lacking overview revealed an influence on student performances which should be taken seriously in designing digital examinations. CONCLUSION In conclusion, the digital layout increases efficiency and clinical relevance of examinations to a certain extent. Obstacles were found in limitations related to image presentation and lack of overview of the examination. The latter challenge raises questions related to developing suitable assessment software.
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Affiliation(s)
- T de Lange
- Faculty of Educational Sciences, Department of Education, University of Oslo, Oslo, Norway
| | - A Møystad
- Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Oslo, Norway
| | - G R Torgersen
- Faculty of Dentistry, University of Oslo, Oslo, Norway
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Ratka-Krüger P, Wölber JP, Blank J, Holst K, Hörmeyer I, Vögele E. MasterOnline Periodontology and Implant Therapy-revisited after seven years: A case study of the structures and outcomes in a blended learning CPD. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e7-e13. [PMID: 27995723 DOI: 10.1111/eje.12249] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/09/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION There is a great need for postgraduate training and continuing professional development (CPD), specifically in the field of periodontology. Despite the plenty of periodontal CPDs, there is a lack of information about the performance of CPDs in a blended learning setting. This study is a case study of the structures and outcomes in a blended learning CPD programme in periodontology, the MasterOnline Periodontology and Implant Therapy hosted by the University of Freiburg's Dental School. MATERIAL AND METHODS The structures of the blended learning CPD were analysed with the aims to (i) make explicit how various innovative educational methods and ICT tools can be successfully applied to a Web-supported postgraduate periodontology training programme, (ii) identify the programme's impact on learning transfer in students' dental practices and (iii) identify other outcomes, synergies and any changes required during the existence. Using qualitative interviewing, the various types of learning transfer and elements of the study programme that foster transfer could be exemplified. RESULTS A period of 7 years was analysed. In this duration, 50 students successfully graduated to a master of science. Qualitative interviews were performed with six students and four teachers affirming the learning transfer in a blended learning setting. CONCLUSIONS This case study shows that blended learning can be a successful approach for CPD in dentistry.
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Affiliation(s)
- P Ratka-Krüger
- Department of Operative Dentistry and Periodontology, University Freiburg - Medical Center, Freiburg, Germany
| | - J P Wölber
- Department of Operative Dentistry and Periodontology, University Freiburg - Medical Center, Freiburg, Germany
| | - J Blank
- praxisHochschule, Köln, Germany
| | - K Holst
- Department of Operative Dentistry and Periodontology, University Freiburg - Medical Center, Freiburg, Germany
| | - I Hörmeyer
- Department of Operative Dentistry and Periodontology, University Freiburg - Medical Center, Freiburg, Germany
| | - E Vögele
- Educational Research and Consultancy Rottenburg, Germany
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10
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Saxena P, Gupta SK, Mehrotra D, Kamthan S, Sabir H, Katiyar P, Sai Prasad SV. Assessment of digital literacy and use of smart phones among Central Indian dental students. J Oral Biol Craniofac Res 2017; 8:40-43. [PMID: 29556462 DOI: 10.1016/j.jobcr.2017.10.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2016] [Revised: 09/29/2017] [Accepted: 10/03/2017] [Indexed: 11/17/2022] Open
Abstract
Objectives Education has largely been digitalized. More so, for professional education, keeping updated in this fast paced world has become a necessary requisite and dentistry has not been left untouched. This cross sectional questionnaire based study aimed to assess the digital literacy and smartphone usage amongst the 260 Central Indian dental students including their perspicacity about smartphone/internet usage for learning purposes. The students' attitude for implementation of digital technology in study programs/education system was also evaluated. Methods The questionnaire was distributed among total 260 dental students from different dental institutes of Central India. The data was collected and analyzed using SPSS software. Results Out of 260 students, 250 were internet users, out of which 56% had internet access all time. 94.23% students owned a smartphone. 46.53% (114/245) students had some app related to the dentistry in their smartphone device. The commonest site for surfing related to knowledge seeking was google scholar (72%) followed by Pubmed and others. Nearly 80% dental students believed that social media helps them in their professional course studies. Post graduate students showed statistitically significant difference from undergraduates and interns in terms of knowledge of keywords, dental apps and reading research journals. 89.23% students were keen for implementation of e-learning in their curriculum. Conclusion This study reflects willingness of dental students to adopt digital revolution in dental education which in turn may present an opportunity for educators and policy makers to modify educational methods and thereby advance student's current learning approaches.
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Affiliation(s)
- Payal Saxena
- Department of Conservative Dentistry, Government College of Dentistry, Indore, Madhya Pradesh 452001, India
| | - Saurabh Kumar Gupta
- Department of Conservative Dentistry, Government College of Dentistry, Indore, Madhya Pradesh 452001, India
| | - Divya Mehrotra
- Department of Oral and Maxillofacial Surgery, King George's Medical University, Uttar Pradesh, India
| | - Shivam Kamthan
- Department of Social and Preventive Medicine, Subharti Medical College, Meerut, Uttar Pradesh, India
| | - Husain Sabir
- Raj Multispeciality Centre, Indore, Madhya Pradesh 452001, India
| | - Pratibha Katiyar
- Department of Prosthodontics, Career Dental College and Hospital, Lucknow, Uttar Pradesh, India
| | - S V Sai Prasad
- Indian Agricultural Research Institute-Regional Station, Indore, Madhya Pradesh, India
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Jesus Â, Gomes MJ. Web 2.0 Tools in Biomedical and Pharmaceutical Education. PHARMACEUTICAL SCIENCES 2017. [DOI: 10.4018/978-1-5225-1762-7.ch004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.
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Affiliation(s)
- Ângelo Jesus
- Instituto Politécnico do Porto, Portugal & Universidade do Minho, Portugal
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12
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13
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Jin J, Bridges SM. Educational technologies in problem-based learning in health sciences education: a systematic review. J Med Internet Res 2014; 16:e251. [PMID: 25498126 PMCID: PMC4275485 DOI: 10.2196/jmir.3240] [Citation(s) in RCA: 77] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2014] [Revised: 06/16/2014] [Accepted: 08/17/2014] [Indexed: 11/23/2022] Open
Abstract
Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. Conclusions This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.
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Affiliation(s)
- Jun Jin
- Faculty of Education, The University of Hong Kong, Hong Kong, China
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14
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Rung A, Warnke F, Mattheos N. Investigating the use of smartphones for learning purposes by Australian dental students. JMIR Mhealth Uhealth 2014; 2:e20. [PMID: 25099261 PMCID: PMC4114424 DOI: 10.2196/mhealth.3120] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2013] [Revised: 03/06/2014] [Accepted: 03/30/2014] [Indexed: 11/23/2022] Open
Abstract
Background Mobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention. Objective The objective of this study was to obtain a deeper insight in the nature of students’ use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions. Method A questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students. Results Of the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05). Conclusion The results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students’ current diverse learning approaches.
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Affiliation(s)
- Andrea Rung
- Griffith University, School of Dentistry, Gold Coast, Australia
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15
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Peeran SW, Altaher OB, Peeran SA, Alsaid FM, Mugrabi MH, Ahmed AM, Grain A. Oral health in Libya: addressing the future challenges. Libyan J Med 2014; 9:23564. [PMID: 24666627 PMCID: PMC3965712 DOI: 10.3402/ljm.v9.23564] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2013] [Accepted: 02/03/2014] [Indexed: 12/03/2022] Open
Abstract
Libya is a vast country situated in North Africa, having a relatively better functioning economy with a scanty population. This article is the first known attempt to review the current state of oral health care in Libya and to explore the present trends and future challenges. Libyan health system, oral health care, and human resources with the present status of dental education are reviewed comprehensively. A bibliographic study of oral health research and publications has been carried out. The results point toward a common indicator that oral health-related research is low. Strategies have to be developed to educate the medical and dental professionals, to update the current curriculum and enable the system to be competent in all aspects of oral health care management.
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Affiliation(s)
- Syed Wali Peeran
- Department of Periodontology and Oral Implantology, Sebha University, Sebha, Libya;
| | | | - Syed Ali Peeran
- Department of Oral and Maxillofacial Prosthesis, Faculty of Dentistry, Jezan University, Jezan, Kingdom of Saudi Arabia
| | | | | | | | - Abdulgader Grain
- Department of Dental Materials, Faculty of Dentistry, Sebha University, Sebha, Libya
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Ucer TC, Botticelli D, Stavropoulos A, Cowpe JG. Continuing professional development in implant dentistry in Europe. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18 Suppl 1:33-42. [PMID: 24484518 DOI: 10.1111/eje.12087] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/11/2013] [Indexed: 06/03/2023]
Abstract
INTRODUCTION Training for dental practitioners in implant dentistry ranges from 1- or 2-day short Continuing Professional Development (CPD) courses to certificate/diploma programmes run by universities. In general, the teaching of implant dentistry in Europe lacks structure and standardisation. This paper aims to: (i) identify the current trends in CPD in implant dentistry in Europe; (ii) identify potential and limitations with regards to the design and implementation of CPD activities in implant dentistry; (iii) provide recommendations on the future structure and development of CPD activities in implant dentistry. METHODS A search of the literature was undertaken in PubMed for manuscripts published in English after 2000 reporting on CPD in dentistry and in implant dentistry in particular. In addition, an electronic survey was conducted, investigating the attitudes towards CPD among a wide group of stakeholders in implant dentistry education. CONCLUSIONS There is a wide diversity of educational pathways towards achieving competences in implant dentistry through CPD. At present, there is a need for improving the CPD structures in implant dentistry, strengthening the quality assurance and encouraging standardisation and transparency of the learning outcomes. Development of a structured CPD system with clearly defined educational objectives mapped against specific levels of competence is recommended.
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Kossioni AE, Kavadella A, Tzoutzas I, Bakas A, Tsiklakis K, Bailey S, Bullock A, Cowpe J, Barnes E, Thomas H, Thomas R, Karaharju-Suvanto T, Suomalainen K, Kersten H, Povel E, Giles M, Walmsley D, Soboleva U, Liepa A, Akota I. The development of an exemplar e-module for the continuing professional development of European dentists. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17 Suppl 1:38-44. [PMID: 23581738 DOI: 10.1111/eje.12029] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/17/2013] [Indexed: 06/02/2023]
Abstract
AIM To present the development of an exemplar e-module for dental continuing professional development (CPD) provided by dental schools and other dental educational providers. MATERIALS AND METHODS The exemplar e-module covered the topic of 'Sterilisation and cross-infection control in the dental practice' as this is one of the most recommended topics for dental CPD in Europe. It was developed by a group of topic experts, adult learning and distance learning experts and a technical developer. Major concerns were pedagogy, interoperability, usability and cost reduction. Open-source material was used to reduce the cost of development. RESULTS The e-module was pre-piloted in dental practitioners for usability and then evaluated by experts in the field and dental academics through an electronic questionnaire and an online presentation and discussion at the ADEE 2012 Special Interest Group on DentCPD-Lifelong learning. This facilitated refinement before final production. A Creative Commons License was implemented to ensure the developers' rights and facilitate wider distribution and access to CPD providers. DISCUSSION AND CONCLUSIONS The e-module was developed according to well-defined pedagogical and technical guidelines for developing e-learning material for adult learners. It was structured to promote self-study by directing learners through their study, promoting interaction with the material, offering explanation and providing feedback. Content validity was ensured by extensive review by experts. The next step would be to expand the evaluation to practising dentists in various countries after relevant translations, and adaptations to local policies have been made.
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Affiliation(s)
- A E Kossioni
- The National and Kapodistrian University of Athens, School of Dentistry, Athens, Greece.
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Botelho MG, Lo ECM, Bridges S, McGrath C, Yiu CKY. Journal-based learning, a new learning experience building on PBL at HKU. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e120-e125. [PMID: 23279399 DOI: 10.1111/j.1600-0579.2012.00771.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/19/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE To evaluate the effectiveness of a new journal-based learning (JBL) programme designed to equip students with skills necessary to understand dental research publications, thereby preparing them for continuing professional development. MATERIALS AND METHODS A baseline evaluation of knowledge relating to key research terms was conducted on 52 final-year BDS students. 11 weekly seminars were conducted from 8 clinical disciplines driven by a reading list of 2-5 journal articles along with a series of 'guidance' questions relating to research terms and content knowledge aspects of each paper to focus their reading and learning. Seminars were facilitated by discipline experts with supporting notes. An exit test based on research process and terminologies for the programme was conducted with 4 repeated questions from the baseline assessment. A systematic marking scheme was used and the results analysed. A focus group was run to collect feedback regarding students' views and experiences on the JBL experience. FINDINGS Students showed significant improvements over the baseline score. The mean score rose from 3.5 to 11.5 in the repeated questions (P < 0.001). The focus group revealed that students had learnt new information about journal classification, evidence level determination, new research terms and the structure of research papers. From the first 4 years of PBL, students recognized the importance of learning from research papers since year 1. However, JBL gave them a deeper understanding of research and the development of critical appraisal skills. IMPLICATIONS JBL provided final-year students the opportunity to learn significantly more about dental research, terminologies, paper structure, critical analysis and content knowledge through active-learning small group seminars.
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Affiliation(s)
- M G Botelho
- Oral Rehabilitation, Faculty of Dentistry, University of Hong Kong, Hong Kong SAR, China.
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Affiliation(s)
- Maureen McAndrew
- Department of Cariology and Comprehensive Care; New York University College of Dentistry
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20
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Woelber JP, Hilbert TS, Ratka-Krüger P. Can easy-to-use software deliver effective e-learning in dental education? A randomised controlled study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:187-192. [PMID: 22783845 DOI: 10.1111/j.1600-0579.2012.00741.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
INTRODUCTION For the production of computer-based learning environments, a wide range of software solutions can be used which differ not only in their functionality but also vary in cost and ease to program. The aim of our study was to evaluate the overall efficiency and student's perception of two case-based e-learning programs that were produced with either an easy-to-use or a complex software. MATERIALS AND METHODS Eighty-five dental students were randomly assigned to one of two experimental groups. One group studied with a laborious, high-interactive e-learning program (complex-software group). The second group studied within a low-interactive learning environment (easy-software group) that was easy to be programmed. Both programs identically referred to a case report on localised aggressive periodontitis. Learning outcome was tested by a pre- and post-test. Furthermore, questionnaires on workload, motivation, perceived usefulness and perceived learning outcome were used. RESULTS Learners in the easy-software group showed better results in the post-test F(1, 82) = 4.173, P < 0.044). DISCUSSION Even easy-to-use software tools have the potential to be beneficial in dental education. Students were showing a high acceptance and ability in using both e-learning environments. CONCLUSIONS We conclude that e-learning programs for case-based learning do not have to be overly laborious to program to be useful. Based on our results, we want to encourage instructors to produce case-based e-learning tools with easy-to-use software.
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Affiliation(s)
- J P Woelber
- Department of Operative Dentistry and Periodontology, Dental School and Hospital, University Medical Center, Freiburg, Germany.
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Brauer HU, Walther W, Riesen C, Dick M. Training for Legal Dental Expert Witnesses in Germany: An Instrument for Professional Development. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.5.tb05300.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Winfried Walther
- Institute of Continuing Professional Development; Karlsruhe Germany
| | - Christa Riesen
- Institute for Research and Development of Collaborative Processes University of Applied Science Northwestern Switzerland; Olten Switzerland
| | - Michael Dick
- Institute for Research and Development of Collaborative Processes University of Applied Science Northwestern Switzerland; Olten Switzerland
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