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Alrashdan MS, Qutieshat A, El-Kishawi M, Alarabi A, Khasawneh L, Kawas SA. Insights into research activities of senior dental students in the Middle East: A multicenter preliminary study. BMC MEDICAL EDUCATION 2024; 24:967. [PMID: 39232749 PMCID: PMC11376059 DOI: 10.1186/s12909-024-05955-5] [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: 08/12/2023] [Accepted: 08/24/2024] [Indexed: 09/06/2024]
Abstract
BACKGROUND Despite the increasing recognition of the importance of research in undergraduate dental education, limited studies have explored the nature of undergraduate research activities in dental schools in the Middle East region. This study aimed to evaluate the research experience of final year dental students from three dental schools in the Middle East. METHODS A descriptive, cross-sectional study was conducted among final-year dental students from three institutions, namely Jordan University of Science and Technology, University of Sharjah (UAE), and Oman Dental College. Participants were asked about the nature and scope of their research projects, the processes involved in the research, and their perceived benefits of engaging in research. RESULTS A total of 369 respondents completed the questionnaire. Cross-sectional studies represented the most common research type (50.4%), with public health (29.3%) and dental education (27.9%) being the predominant domains. More than half of research proposals were developed via discussions with instructors (55.0%), and literature reviews primarily utilized PubMed (70.2%) and Google Scholar (68.5%). Regarding statistical analysis, it was usually carried out with instructor's assistance (45.2%) or using specialized software (45.5%). The students typically concluded their projects with a manuscript (58.4%), finding the discussion section most challenging to write (42.0%). The research activity was considered highly beneficial, especially in terms of teamwork and communication skills, as well as data interpretation skills, with 74.1% of students reporting a positive impact on their research perspectives. CONCLUSIONS The research experience was generally positive among surveyed dental students. However, there is a need for more diversity in research domains, especially in qualitative studies, greater focus on guiding students in research activities s, especially in manuscript writing and publication. The outcomes of this study could provide valuable insights for dental schools seeking to improve their undergraduate research activities.
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Affiliation(s)
- Mohammad S Alrashdan
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, P.O.Box: 27272, Sharjah, UAE.
- Department of Oral Medicine and Oral Surgery, Faculty of Dentistry, Jordan University of Science and Technology, Irbid, Jordan.
| | - Abubaker Qutieshat
- Department of Adult Restorative Dentistry, Oman Dental College, Muscat, Sultanate of Oman
- Department of Restorative Dentistry, Dundee Dental Hospital & School, University of Dundee, Dundee, UK
| | - Mohamed El-Kishawi
- Preventive and Restorative Dentistry Department, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Abdulghani Alarabi
- Clinical Sciences Department, College of Dentistry, Ajman University, Ajman, UAE
| | - Lina Khasawneh
- Department of Prosthodontics, Faculty of Dentistry, University of Science and Technology, Irbid, Jordan
| | - Sausan Al Kawas
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, P.O.Box: 27272, Sharjah, UAE
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Taylor M, Carr S, Kujan O. Community-Based Dental Education (CBDE): A Survey of Current Program Implementation at Australian Dental Schools. Int J Dent 2024; 2024:2890518. [PMID: 38993394 PMCID: PMC11239228 DOI: 10.1155/2024/2890518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2024] [Revised: 06/09/2024] [Accepted: 06/11/2024] [Indexed: 07/13/2024] Open
Abstract
Purpose Community-based dental education (CBDE) diverges from traditional dental school training methods by integrating dental students into primary care community settings. This immersive approach enables students to refine their clinical and hands-on skills while serving the oral health needs of underserved populations. This study aimed to identify ways in which Australian dental schools are currently implementing CBDE and compared to current evidence. Materials and Methods This study utilized a 24-item, self-completion survey, adapted from existing questionnaires, which was sent to the CBDE coordinators in the nine eligible dental programs in Australia between mid-January 2023 and mid-April 2023. The survey consisted of multiple-choice, binary, and open-ended questions, including information on the level of student involvement, types of external clinics used, length of rotations, student supervision and assessment, pre-rotation preparation, and post-rotation evaluation, as well as challenges faced in implementing programs. Results Six of the nine invited coordinators responded, resulting in a 66.7% response rate. All participants confirmed that their schools had a community-based teaching program. All six respondents reported that participation in external clinics is required for graduation. Implementation of CBDE appears to be influenced by (1) level of student involvement, (2) the types of clinics utilised, (3) allocation and length of rotation, (4) student supervision and assessment, (5) pre-rotation preparation, and (6) post-rotation evaluation. Six (n = 6) institutions reported requiring a post-rotation reflection from students and all respondents reported seeking feedback from clinical supervisors at external sites. Emerging themes from open-ended questions highlight challenges in coordinating external rosters, securing funding, supervising students at external sites, and ensuring diverse types of student exposure during external rotations. Conclusion This study provided insights into the implementation of CBDE in Australian dental schools. Results outlined in this research offer valuable insights for dental schools aiming to enhance their programs and improve student learning outcomes.
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Affiliation(s)
- Millicent Taylor
- Division of Health Professions EducationSchool of Allied HealthThe University of Western Australia, Perth, WA, Australia
| | - Sandra Carr
- Division of Health Professions EducationSchool of Allied HealthThe University of Western Australia, Perth, WA, Australia
| | - Omar Kujan
- UWA Dental SchoolThe University of Western Australia, Nedlands, WA, Australia
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Sebastian T, Prade A, Keis O, Schramm A, Öchsner W. Student experiences of professionalism and role models in an oral and maxillofacial surgery internship: A qualitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:849-858. [PMID: 36458891 DOI: 10.1111/eje.12875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 10/13/2022] [Accepted: 10/30/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Dental students have a clear concept of professionalism and the importance of role models. Our aim was to determine how dental students experience their first oral and maxillofacial surgery internship in terms of their concept of professionalism and their perception of role models. METHODS From June to August 2020, semi-structured telephone interviews were conducted with 22 dental students in their eighth and ninth semesters at the Medical Faculty of the University of Ulm. The interviews were transcribed and evaluated by qualitative content analysis according to Mayring. RESULTS The students' concept of dental professionalism was shaped by the elements of a good approach to patients, professional competence, and manual skills. This perception was not changed by the internship. Having a role model was seen as an important learning strategy, and role models were perceived in both positive and negative ways. Role models were perceived as positive if they corresponded to the student's concept of professionalism and as negative if they did not correspond to this concept, especially with regard to social interaction or the approach to patients. Students' reactions to discrepancies between their own moral values and the role models' behaviour were characterised by passivity and withdrawal. With regard to potential future careers, positive internship experiences supported student goals, whereas negative experiences raised doubts about them. CONCLUSION Supervising dentists may still underestimate the considerable impact of internships, and their awareness of this impact needs to be increased. Students' reactions to conflicts between reality and their own values do not appear to be constructive. One approach to solving this problem may be to include discussions of professional development in curricula.
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Affiliation(s)
- Tim Sebastian
- Medical Faculty of the University of Ulm, School of Dentistry, Ulm, Germany
| | - Amelie Prade
- Medical Faculty of the University of Ulm, Medical School, Ulm, Germany
| | - Oliver Keis
- Section on Teaching and Learning, Medical Faculty of the University of Ulm, Ulm, Germany
| | - Alexander Schramm
- Department of Oral and Maxillofacial Surgery, University of Ulm, Ulm, Germany
| | - Wolfgang Öchsner
- Department of Anesthesiology and Intensive Care Medicine, University of Ulm, Ulm, Germany
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Mamcarz I, Sarna-Boś K, Chałas R, Sobieszczański J, Świątkowski W, Martins LAC, Torres K. Exploring academic teachers perspectives regarding the impact of using medical simulation in dentistry pre- and post-COVID-19 pandemic: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:633. [PMID: 37667360 PMCID: PMC10478263 DOI: 10.1186/s12909-023-04586-6] [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: 02/16/2023] [Accepted: 08/12/2023] [Indexed: 09/06/2023]
Abstract
BACKGROUND Medical simulation allows for the achievement of many educational goals and the continued education of some practical skills. The COVID-19 pandemic's restrictions have led to a major increase in dental education simulations. The aim of this study was to analyse the perspectives of academic teachers towards dental simulation, their concerns and evaluation of this teaching method, as well as their opinion on the use of medical simulation during the COVID-19 pandemic. METHOD A focus study was conducted in a group of 5 academic teachers, comprising 10% of academic teachers of a Dental Faculty using simulation techniques. Prior to and during the COVID-19 pandemic, the interviewed teachers had expertise with medical simulation in dentistry education methods. A facilitator used pre-planned, open-ended questions about the use of simulation in dentistry also with regard to the COVID-19 pandemic period. The group discussion has been managed, monitored, and recorded. The data analysis model was based on Braun and Clarke's six phases of thematic analysis. Five thematic domains/fields were evaluated: (1) Simulation as a didactic method; (2) Simulation during COVID-19 pandemic; (3) General observations and expectations with regard to simulation; (4) Teachers in simulation; (5) Concerns in relation to simulation. Two researchers analysed the data. RESULTS Based on interviewed teachers' perspective the simulation allows students to learn basic and complex skills providing the repeatability of the procedures performed. During Covid-19 the simulation methods undoubtedly filled the gap in the training of future dentists. However, interviewed teachers pointed out the high cost of the methods dictated by the need to prepare the simulation environment at a high level, in order to reflect the real clinical situation. CONCLUSIONS The use of simulation methods requires adequate preparation of academic teachers, continuous education and updating of knowledge in the field of medical simulation. The COVID-19 pandemic significantly influenced the growth of dental education simulation techniques as well as staff knowledge of the usage of medical simulation.
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Affiliation(s)
- Izabela Mamcarz
- Chair of Medical Education, Simulation Laboratory for Patient Safety, Medical University of Lublin, 4 Chodzki Street, Lublin, 20-093 Poland
| | - Katarzyna Sarna-Boś
- Department of Dental Prosthetics, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Renata Chałas
- Department of Oral Medicine, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Jarosław Sobieszczański
- Preclinical Dentistry Lab, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Wojciech Świątkowski
- Chair and Department of Dental Surgery, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Luciano Augusto Cano Martins
- Department of Dental and Maxillofacial Radiodiagnostics, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Kamil Torres
- Chair of Medical Education, Medical University of Lublin, 4 Chodzki Street, Lublin, 20-093 Poland
- Department of Plastic and Reconstructive Surgery and Microsurgery, Medical University of Lublin, Lublin, 20-059 Poland
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Shelley A, Horner K. General dental practitioner opinions on Selection criteria for dental radiography: a qualitative focus group study. Br Dent J 2023:10.1038/s41415-023-6052-x. [PMID: 37438478 DOI: 10.1038/s41415-023-6052-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 02/13/2023] [Accepted: 02/28/2023] [Indexed: 07/14/2023]
Abstract
Introduction In the UK, general dental practitioners are exposed to multiple sets of clinical guidelines, including those relating to selection of x-ray examinations. A focus group was convened to explore issues around current guidelines and how a future edition might be improved.Method A purposive sample of seven general dental practitioners in the North West of England took part in a focus group. A sound recording was transcribed and analysed by thematic content analysis.Results Nine themes arose from the discussion: awareness of the Selection criteria for dental radiography(SCDR); utility of the latest edition; presentation of a new edition; the format of a new edition; evidence base; practice standards and evidence levels; the General Dental Council and Care Quality Commission; radiation doses; and dissemination.Discussion Awareness of theSCDRwas high, although participants were not aware of its full contents. The document was regarded as practitioner unfriendly and participants preferred accessible flowcharts available online and through mobile devices. Participants assume that appraisal of evidence has been done appropriately and accounted for in producing recommendations. Participants used clinical guidelines to protect themselves from the threat of legal action and investigation by the regulator.Conclusion The authors make ten recommendations for the future production of guidelines.
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Affiliation(s)
- Andrew Shelley
- Shelley and Pope Dental Practice, 117 Stockport Road, Denton, Manchester, M34 6DH, United Kingdom.
| | - Keith Horner
- Division of Dentistry, School of Medical Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester Academic Health Science Centre, Manchester, M13 9PL, United Kingdom
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Kumar S, Mohammadnezhad M. Perceptions of dental health professionals (DHPs) on job satisfaction in Fiji: a qualitative study. BMC Health Serv Res 2022; 22:1261. [PMID: 36258214 PMCID: PMC9579612 DOI: 10.1186/s12913-022-08620-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 09/26/2022] [Indexed: 11/16/2022] Open
Abstract
Background: Reviewing job satisfaction is crucial as it has an impact on a person’s physical and mental wellbeing, as well as leading to a better organizational commitment of employees that enhances the organizations succession and progress as well as better staff retention. This study aimed to explore the perceptions of job satisfaction amongst Dental Health Professionals (DHPs) in Fiji and associated factors. Methods: This study used a phenomenological qualitative method approach commencing from August to November, 2021. The target group for this study were the DHPs who provide prosthetic services. This study was conducted among DHPs from 4 purposively selected clinics in Fiji. A semi- structured open-ended questionnaire was used to collect data. Thematic analysis was used to transcribe and analyze the audio qualitative data collected from the interviews. Results: Twenty-nine DHPs took part in the in-depth interview and the responses were grouped into three themes. The findings from the study indicate that DHPs are most satisfied with their teamwork and the relationship they have with their colleagues and co-workers, followed by the nature of the work and the supervision they received. The participants indicated that they were less satisfied with professional development opportunities and least satisfied with their pay and organizational support they receive. Conclusion: The results of this study have identified gaps and areas for improvement of job satisfaction for DHPs who provide prosthetic services in Fiji such as need for more career and professional development pathways, improved infrastructure to support prosthetic service delivery in Fiji and improve remuneration for DHPs. Understanding the factors that affect satisfaction levels and being able to act accordingly are likely to lead to positive outcomes both for DHPs and their organization. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-022-08620-z.
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Affiliation(s)
- Samantha Kumar
- School of Dentistry and Oral Health, Fiji National University, Suva, Fiji
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Crowe HL, Woolley SM. Dental students' experience of conscious sedation: A qualitative review of student reflections. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:197-205. [PMID: 33838059 DOI: 10.1111/eje.12688] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Revised: 01/06/2021] [Accepted: 04/02/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The UK General Dental Council (GDC) requires dental graduates to competently identify, manage and refer patients with dental pain and anxiety. This study aimed to explore sedation training experience quantitatively and qualitatively through individual reflective logs. MATERIALS & METHODS A single-centred mixed-methods evaluation of teaching, within a UK university conscious sedation department. Fourth-year dental students undertook lectures and supervised clinical sessions following the undergraduate curriculum. Patient attendance patterns, individual experience and group experience were analysed descriptively. Reflective log sheets were analysed by Thematic Framework Analysis. RESULTS Seventy-two students participated. Of 153 booked patients, 79 (51.6%) attended of which 74 (48.4%) were treated by undergraduates. The mean performed inhalation sedation and intravenous sedation cases per student were 1 and 0.8, respectively. Three students (4%) assisted only. Group experience varied. Three themes arose from reflections: consolidation of theory and learning; confidence through experience; and responding to challenges. DISCUSSION Whilst experience quotas were not met, GDC requirements for increasing students' knowledge and confidence within CS were met. Practical experience enhanced learning. "Hands-on" experience was most valuable for self-reported confidence but learning by proxy also aided development. Students recognised challenges, but not the implications for themselves or their career. Strategies to reduce barriers to experience require research. CONCLUSION Whilst variable, all students were provided learning opportunities. Physical experience gave the greatest confidence. Opportunities afforded by the undergraduate curriculum allowed students to learn and develop through consolidation of theory, response to challenges and ultimately the gaining of confidence.
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Lee B, Kim JE, Shin SH, Kim JH, Park JM, Kim KY, Kim SY, Shim JS. Dental students' perceptions on a simulated practice using patient-based customised typodonts during the transition from preclinical to clinical education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:55-65. [PMID: 33512776 DOI: 10.1111/eje.12672] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 12/31/2020] [Accepted: 01/22/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE/OBJECTIVES Dental students experience difficulties during the transition from preclinical to clinical curriculum. In order to help the students to adapt to the clinical education programme, a simulated practice using patient-based customised models was introduced in this study to prepare for their first clinical practice. METHODS This study included 45 third-year predoctoral students (D3 students) who were about to perform the preparation of a single crown abutment on their first patient. After practicing abutment preparation using simulated models and providing the actual treatment to their own patient, the students were surveyed to investigate their perceptions on the simulated practice using the 3D-printed customised typodont model. The statistical analysis of the quantitative data and the thematic analysis of the qualitative data were conducted. RESULTS Regarding this simulation, more than 80% of the students gave positive feedback on their practice of (a) operative positions and postures, (b) finger rest, (c) occlusal reduction, (d) axial reduction and (e) proximal reduction. Student responses on the open-ended questions about how they perceived the usefulness of this simulation were categorised as "First clinical case," "Patient-based model" and "Realistic simulation environment." In addition, a number of improvements of the simulation were also suggested by the students including the typodont and the manikin. CONCLUSIONS This study gives insights into the significance of simulated practice using patient-based customised typodonts as a transitional education tool and its direction of development in the field of restorative treatments accompanied by irreversible tooth preparations.
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Affiliation(s)
- Bora Lee
- Department of Dental Education, Yonsei University College of Dentistry, Seoul, Korea
| | - Jong-Eun Kim
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, Korea
| | - Seung-Ho Shin
- BK21 FOUR Project, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, Korea
| | - Jang-Hyun Kim
- BK21 FOUR Project, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, Korea
| | - Ji-Man Park
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, Korea
| | - Ki-Yeol Kim
- BK21 FOUR Project, Department of Dental Education, Yonsei University College of Dentistry, Seoul, Korea
| | - Soo-Yoon Kim
- BK21 FOUR Project, Department of Dental Education, Yonsei University College of Dentistry, Seoul, Korea
| | - June-Sung Shim
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, Korea
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Obadan-Udoh EM, Gharpure A, Lee JH, Pang J, Nayudu A. Perspectives of Dental Patients About Safety Incident Reporting: A Qualitative Pilot Study. J Patient Saf 2021; 17:e874-e882. [PMID: 34009866 DOI: 10.1097/pts.0000000000000863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Patient reporting of safety incidents is one of the hallmarks of an effective patient safety protocol in any health care setting. However, very little is known about safety reporting among dental patients or effective strategies for engaging them in activities that promote safety. The goal of this study was to understand the perceptions of dental patients about the barriers and benefits of reporting safety incidents. We also sought to identify strategies for improving patient reporting of safety incidents in the dental care setting. METHODS We conducted 3 focus group sessions with adult dental patients (n = 16) attending an academic dental center from November 2017 to February 2018. Audio recordings were transcribed and analyzed using a hybrid thematic analysis approach with NVivo software. RESULTS Dental patients mainly attributed safety incidents to provider-related and systemic factors. They were most concerned about the financial implications, inconvenience of multiple visits, and the absence of an apology when an incident occurred. The major recommended strategies for engaging patients in safety-related activities included the following: proactive solicitation of patient feedback, what-to-expect checklists, continuous communication during visits/procedures, after-visit summary reports, clear incident reporting protocols, use of technology, independent third-party safety incident reporting platforms, and a closed feedback loop. CONCLUSIONS This study offers a roadmap for proactively working with dental patients as vigilant partners in promoting quality and safety. If properly engaged, dental patients are prepared to work with dental professionals to identify threats to safety and reduce the occurrence of harm.
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Affiliation(s)
- Enihomo M Obadan-Udoh
- From the Department of Preventive and Restorative Dental Sciences, University of California San Francisco (UCSF) School of Dentistry, San Francisco, California
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Arora A, Chew L, Kang K, Tang L, Estai M, Thepsourinthone J, Chandio N, Parmar J, Doyizode AM, Jain K. V, Bhole S. Diet, Nutrition, and Oral Health: What Influences Mother's Decisions on What to Feed Their Young Children? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8159. [PMID: 34360452 PMCID: PMC8345989 DOI: 10.3390/ijerph18158159] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 07/21/2021] [Accepted: 07/30/2021] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to learn about mothers' experiences with food choices for their pre-school children in underprivileged communities in Greater Western Sydney (GWS). A total of 20 mother-child dyads living in GWS were recruited to a qualitative study from an ongoing birth cohort study. Participants' houses were visited for semi-structured interviews, which were recorded, transcribed verbatim, and analysed thematically. The interviews yielded five main themes: (i) food choices, nutrition, and health; (ii) accessibility and availability of foods (iii) buying time for parents; (iv) child's age and their preference on food choices; (v) conditioning certain behaviours by family and cultural factors. Nutrition literacy, child's preferences, unhealthy food intake by family members, child's demand, advertising and availability of harmful foods, and time constraints were all mentioned as hurdles to mothers making appropriate meal choices for their children. However, some identified facilitators were promoting parents' knowledge, increasing access to health educational materials, upskilling mothers to providing healthier alternatives, regulating the marketing of unhealth foods. Although, the present study identified critical factors that influence mothers' food choices for their young children, making healthy food choices is a complex practice as it is shaped by individual, social and environmental influences.
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Affiliation(s)
- Amit Arora
- Campbelltown Campus, School of Health Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; (J.T.); (N.C.); (J.P.); (A.M.D.)
- Health Equity Laboratory, Campbelltown, NSW 2560, Australia
- Translational Health Research Institute, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
- Discipline of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Westmead, NSW 2145, Australia
- Oral Health Services, Sydney Dental Hospital, Sydney Local Health District, NSW Health, Surry Hills, NSW 2010, Australia;
| | - Louise Chew
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Surry Hills, NSW 2010, Australia; (L.C.); (K.K.); (L.T.)
| | - Kaye Kang
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Surry Hills, NSW 2010, Australia; (L.C.); (K.K.); (L.T.)
| | - Lily Tang
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Surry Hills, NSW 2010, Australia; (L.C.); (K.K.); (L.T.)
| | - Mohamed Estai
- Australian eHealth Research Centre, CSIRO, Floreat, WA 6014, Australia;
- School of Human Sciences, University of Western Australia, Crawley, WA 6009, Australia
| | - Jack Thepsourinthone
- Campbelltown Campus, School of Health Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; (J.T.); (N.C.); (J.P.); (A.M.D.)
- Health Equity Laboratory, Campbelltown, NSW 2560, Australia
| | - Navira Chandio
- Campbelltown Campus, School of Health Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; (J.T.); (N.C.); (J.P.); (A.M.D.)
- Health Equity Laboratory, Campbelltown, NSW 2560, Australia
| | - Jinal Parmar
- Campbelltown Campus, School of Health Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; (J.T.); (N.C.); (J.P.); (A.M.D.)
- Health Equity Laboratory, Campbelltown, NSW 2560, Australia
| | - Ashish M. Doyizode
- Campbelltown Campus, School of Health Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; (J.T.); (N.C.); (J.P.); (A.M.D.)
- Health Equity Laboratory, Campbelltown, NSW 2560, Australia
| | - Vipin Jain K.
- Department of Public Health Dentistry, KLE’s Institute of Dental Sciences, Bangalore 560022, India;
| | - Sameer Bhole
- Oral Health Services, Sydney Dental Hospital, Sydney Local Health District, NSW Health, Surry Hills, NSW 2010, Australia;
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Surry Hills, NSW 2010, Australia; (L.C.); (K.K.); (L.T.)
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A Concise Review on Qualitative Research in Dentistry. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030942. [PMID: 33499023 PMCID: PMC7908600 DOI: 10.3390/ijerph18030942] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Revised: 01/18/2021] [Accepted: 01/19/2021] [Indexed: 11/17/2022]
Abstract
Qualitative research collects non-numerical data that explores human behaviour, attitudes, beliefs and personality characteristics unamendable to quantitative research. The qualitative research questions are open-ended, evolving and non-directional. The study design is flexible and iterative. Purposive sampling is commonly used. The sample size is determined by theoretical saturation. Data collection is generally through in-depth interviews, focus groups and observations. Qualitative research commonly uses thematic analysis and framework analysis, although there is no consensus on analysing qualitative data. The reporting format can be comprehensive, a summary, developmental or selective, subject to the research question. Qualitative research’s potential functions are to describe the form or nature of what exists (contextual), to examine the reasons for or associations between what exists (explanatory), to appraise the effectiveness of what exists (evaluative), and to aid the development of strategies (generative). Qualitative research can be time consuming to conduct because it explores evolving questions; difficult to generalise because it recruits limited participants; and arduous when it comes to making systematic comparisons because responses are subjective. However, qualitative research can provide depth and detail, create openness, simulate people’s individual experiences and avoid pre-judgements. This concise review provides an overview and suggestions for dental researchers when conducting a qualitative study.
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Jenkins SJ, Boyd LD. Perceived Barriers to Academic Success for International Students Studying Dental Hygiene in the U.S. J Dent Educ 2020; 84:81-87. [PMID: 31977085 DOI: 10.21815/jde.019.163] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Accepted: 08/16/2019] [Indexed: 11/20/2022]
Abstract
The number of international students coming to the U.S. for post-secondary education has been steadily increasing. Prior research has found that international students encounter many barriers to academic success, but this topic has not been previously studied for the discipline of dental hygiene. The aims of this study were to investigate the barriers and challenges to academic success faced by international students in U.S. dental hygiene programs and to explore the students' thoughts on the value they bring to those programs. The overlapping qualitative methods of semi-structured focus groups and one-on-one interviews with 12 students in three U.S. dental hygiene programs were used for this phenomenological study. In the results, six themes emerged: language proficiency, communication challenges with faculty and patients, ability to adapt to a new educational system, adjusting to cultural differences, feelings of belonging, and the value of diversity. The most significant barrier for the participants was comprehension of the English language. Didactically, these students reported that they needed additional time to study and to process examination questions. This study found that these international students studying dental hygiene in the U.S. had academic challenges similar to international students studying in other disciplines. Dental hygiene educators may need to evaluate their didactic and test-taking strategies to ensure the academic success of international students.
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Ross J, Baker SR. Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:405-414. [PMID: 31108018 DOI: 10.1111/eje.12446] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2019] [Revised: 05/08/2019] [Accepted: 05/16/2019] [Indexed: 06/09/2023]
Abstract
AIMS The aim of this service evaluation was to explore the experiences of foundation dentists (FDs) during their dental foundation year (DFT) in the field of oral surgery and surgical extractions. METHODS A phenomenological approach was taken aiming to explore the FDs' experiences through a qualitative design. All FDs in the region deemed eligible for the evaluation were invited to attend a semi-structured interview or answer a qualitative questionnaire when attending for their exit interview at the completion of DFT. The interviews were then transcribed and thematic analysis was undertaken. RESULTS 79 FDs took part in the evaluation, representing 86% of trainees eligible for inclusion. Findings showed that not all FDs had the opportunity to undertake surgical extractions independently during the year. Data was analysed and 4 main themes generated when evaluating FDs' experiences; specific learning encounters, influence of the educational supervisor, supportive learning environment and ready for independent practice. CONCLUSIONS This evaluation shows that there are a number of factors associated with FDs' experience during DFT, and not all FDs are leaving the training with a positive experience, with a query as to whether they are fulfilling the aims of training to become an "independent practitioner." It poses questions about what can be done to improve future training and what exactly does DFT need to achieve in terms of experience in surgical extractions.
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Affiliation(s)
- Jennie Ross
- Primary Dental Care, Charles Clifford Dental Hospital, Sheffield, UK
- Richmond Dental Care, Sheffield, UK
| | - Sarah R Baker
- Department of Psychology, Unit of Oral Health, Dentistry and Society, School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Raheel SA, Kujan OB. The opinion and response of health professionals associated with academics about the research design and methods: A study. J Int Soc Prev Community Dent 2016; 6:154-60. [PMID: 27114956 PMCID: PMC4820576 DOI: 10.4103/2231-0762.178745] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
AIM The study aimed to survey the opinions and responses of health professionals in academics about their interest and experience in research, knowledge over study designs, and application of a common study design to find out the objectives behind any research study. MATERIALS AND METHODS A semi-structured questionnaire containing three variables with 15 questions were sent to 300 health professionals associated with academics in the category of Bachelor/Master/Doctorate working at Al-Farabi Colleges campuses located in Riyadh, Saudi Arabia. Data were collected manually, descriptive frequencies were generated and the variables were statistically analyzed using Chi-square test. The knowledge scores between the qualification and gender were carried out using ANOVA and t-test. The final response rate was in conjuction to the statistician to exclude the uncompleted responses from the statistical analysis. RESULTS The results showed a discrepancy in the participation; of 95 health professionals, (40) were females and (55) were males. Bachelor (16), Masters (61) and Doctorate holders (18) gave their opinion. For the first variable (research experience), all the surveyed categories showed the same response. However, for the second variable (study design and research criteria) bachelor holders showed poor, but equal performance was reported to the master and doctorate holders. In the third variable (objectives and common designs), bachelor holders showed a poor response in contrast to the master and doctorate holders whose have mixed opinions. For knowledge scores, no significance was present between the master and doctorate holders. CONCLUSION There is a lack of understanding of the research objectives and common designs frequently used in research studies particularly among the bachelor holders. Additional postgraduate education on research methods is recommended to improve the knowledge and practices of research.
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Affiliation(s)
- Syed Ahmed Raheel
- Department of Oral and Maxillofacial Sciences, Alfarabi College of Dentistry and Nursing, Riyadh, Saudi Arabia
| | - Omar Bashar Kujan
- Department of Oral and Maxillofacial Sciences, Alfarabi College of Dentistry and Nursing, Riyadh, Saudi Arabia
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Møystad A, Lycke KH, Barkvoll TA, Lauvås P. Faculty development for clinical teachers in dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:149-155. [PMID: 25135255 DOI: 10.1111/eje.12115] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/14/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED Dental education has been reviewed, and suggestions for further enhancement include the implementation of faculty development activities to enhance teaching and learning environments. PURPOSE The aim of this study was to gain insight into the participants' perceptions of outcomes of faculty development for clinical teachers and clinical learning environments as well as into the sustainability of such outcomes. METHODS The program was organized in the form of (i) a 2-day seminar; (ii) collegial supervision and development projects; and (iii) a 1-day follow-up seminar. The participants' perceptions from the five-first programs were studied. A Web-based questionnaire was sent to all participants, that is 3-27 months after completion of the program (follow-up survey). RESULTS The outcomes of the program (response rate 70%) indicate a strong impact of the program on the clinical teachers' competence and on the clinical learning environments. The teachers report that they think more about what their students really learn, have become more conscious about how they supervise and have been stimulated to become better teachers. The learning environment as well as collaboration, and calibration between teachers have improved. The novice teachers report greater benefits than do the experienced teachers. The participants initiated a variety of development projects during the program. The majority of the participants continued the development activities. CONCLUSIONS The faculty development program presented confirms that faculty development activities for clinical teachers based on theories of learning and experiences documented in the literature can be implemented with positive outcomes for individual teachers and for the learning environments.
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Affiliation(s)
- A Møystad
- Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Norway
| | - K H Lycke
- Faculty of Education, University of Oslo, Oslo, Norway
| | - T A Barkvoll
- Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Norway
| | - P Lauvås
- Østfold University College, Fredrikstad, Norway
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Franzén C. The undergraduate degree project--preparing dental students for professional work and postgraduate studies? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18:207-213. [PMID: 25318558 DOI: 10.1111/eje.12088] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/16/2013] [Indexed: 06/04/2023]
Abstract
OBJECTIVES The undergraduate degree project is a requisite part of higher education in Sweden, designed to prepare students for professional work and postgraduate studies. This article examines the extent to which the degree project in Swedish dental education helps students achieve these purposes. The focus was on the students' choice of topics and research methods as well as their ability to reflect on the implications of their results for dental practice. METHODS Degree projects from three of the four Swedish dental schools were analysed using content analysis. RESULTS The students' topics concerned clinical dentistry, biomedicine, educational issues and public oral health. Quantitative research methods were used more often than qualitative ones. Some of the degree projects were based on literature reviews. Students demonstrated shortcomings in their reflections on the implications of their results for dental practice. The level of reflection was particularly low in one of the schools; this may be because the students in this school were not expected to reflect on the results. CONCLUSIONS The degree project gives the students an opportunity to develop their knowledge on a topic relevant to dentistry, to be trained in conducting research and to reflect on scientific knowledge in relation to dentistry. However, this study shows the need of assessment criteria that urge the students to reflect on the link between science and clinical work and motivate them to learn to reflect so they become critical thinkers. It is also suggested that dental students should learn more about qualitative research methods.
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Affiliation(s)
- C Franzén
- Faculty of Odontology and Centre for Profession Studies, Malmö University, Malmö, Sweden
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Bush HM, Schreiber RS, Oliver SJ. Failing to fail: clinicians' experience of assessing underperforming dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:198-207. [PMID: 24127760 DOI: 10.1111/eje.12036] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/22/2013] [Indexed: 06/02/2023]
Abstract
INTRODUCTION Anecdotal evidence within a UK dental school indicated that staff's grading did not always match their evaluation of students' clinical proficiency. The invalid assessment of underperforming students, which has considerable ramifications, has been reported internationally for students of nursing and medicine, but a database search revealed no accounts for dental education. AIM To develop an understanding of clinicians' approaches to assessing underperforming dental students. METHODOLOGY Seventeen clinical staff were interviewed (eleven females, six males). Interviews were recorded and transcribed verbatim. A grounded theory methodology was used, with simultaneous data collection and analysis. The main analytical technique was constant comparison. FINDINGS Participants' shared basic problem was Assessing undergraduate students, expressed as how they evaluated and used the assessment system or perceived others to do so. The core category, which explains what clinical staff do to manage their difficulties with assessment, was identified as Failing to Fail and has three subcategories: Evaluating the Assessment System, Shielding the Student and Protecting Myself. CONCLUSION This study has substantiated the complexity of failing to fail and confirmed that some causes are shared across healthcare professions, although insufficient staff discussion, the avoidance of confrontation and the impact of negative student attitude are not reported elsewhere or are minor findings. It is recommended that clinical staff receive additional training in assessment and that they are made more aware of their learning needs, their attitudes and beliefs. Increased discussion between staff about assessment and about students known to be in difficulty is essential.
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Affiliation(s)
- H M Bush
- Cardiff School of Dentistry, Cardiff University, Cardiff, UK
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McMillan W. Transition to university: the role played by emotion. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:169-76. [PMID: 23815694 DOI: 10.1111/eje.12026] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2013] [Indexed: 05/17/2023]
Abstract
Students experience transition to university as challenging. Recent studies implicate emotion in university success. This article reports on a pilot study to examine the extent to which school to university transition is experienced as emotional. Understanding the role of emotion in this transition can inform mechanisms for student support. This qualitative study used focus group interviews to elicit insider accounts of transition. The pilot cohort consisted of a tutorial group of twenty-eight students from within the class of one hundred and eight-first-year students at one Faculty of Dentistry in South Africa. Three focus group interviews were conducted. Issues identified in the literature as significant were used to analyse the data. Eleven descriptive tags related to transition and associated with emotion were identified from the data. These were clustered into four themes - 'academic challenges', 'friends and family', 'outside constraints' and 'identity'. Findings suggest that emotions are a natural part of the experience of transition. Drawing on insights of students' emotional needs, it is suggested that students in transition need a roadmap and a guide. A framework, to be used as a roadmap, is suggested. Peer mentoring is discussed as a mechanism for mediating the framework and thus for supporting students in the transition.
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Affiliation(s)
- W McMillan
- University of the Western Cape, Western Cape, South Africa.
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Costa EF, Nogueira TE, de Souza Lima NC, Mendonça EF, Leles CR. A qualitative study of the dimensions of patients' perceptions of facial disfigurement after head and neck cancer surgery. SPECIAL CARE IN DENTISTRY 2013; 34:114-21. [PMID: 24712505 DOI: 10.1111/scd.12039] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The study aim was to explore the underlying dimensions of patients' perceptions and experiences of facial disfigurement following surgery for cancer treatment, using a qualitative approach based on individual in-depth interviews. Data analysis and interpretation consisted of separating responses into phrases or statements with a single thematic aspect. Subsequently, a number of dimensions and categories were created using a deductive-inductive content analysis. Three main categories emerged: discovering of the cancer, coping with the disease and disfigurement, and reconstructing a new identity. The initial stage elicited feelings of fear, denial, and guilt as a reaction to the stigma and prejudice. Coping strategies included resignation and acceptance, deepening religiosity, reinforcement of familiar cohesion, and creation of a social network of solidarity and support. The final stage comprised incorporation of the altered facial image, rehabilitation possibilities, reconstruction of personality and self-image, and the feeling of having overcome the disease. It was concluded that individual experiences are complex, challenging, and have striking effects on their lives. There is an urgent need for training and improvement in human resources to manage these patients in a multidisciplinary approach, aimed at their reintegration into society and reducing the prejudice and stigma of the disease and disfiguration.
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Franzén C, Brown G. Undergraduate degree projects in the Swedish dental schools: a documentary analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:122-126. [PMID: 23574190 DOI: 10.1111/eje.12022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/04/2012] [Indexed: 06/02/2023]
Abstract
BACKGROUND Undergraduate degree projects have currently been introduced into courses in the four Swedish dental schools. The rationale for research projects is that they enable students to develop research expertise skills and to show their ability to apply and develop knowledge relevant to professional practice. This paper reports a qualitative analysis of the curriculum documents and handbooks including the criteria used to assess the students' research reports. The aim was to investigate commonalities and differences in the design of degree projects between the four Swedish dental schools and to explore any inconsistencies within the documents. METHODS The documentary analysis was based on the constant comparison method. RESULTS Four overarching themes emerged from the analysis: (i) developing scientific expertise, (ii) developing professional expertise, (iii) following rules and (iv) fostering creativity. CONCLUSIONS The documents from the four dental schools revealed similar views on the purposes of the projects and provided similar assessment criteria. The students were requested to formulate an odontological problem, apply a relevant scientific method, analyse texts and empirical data, express critical reflections and write a short thesis. The students were free to choose topics. There were differences between the dental schools on the emphasis placed on practical uses of the projects and theoretical background of the projects. Two of the schools insisted on rigid rules of completing and writing the project yet paradoxically emphasised creativity. There were wide variations in the required length of the project report. The report may prove useful to dental schools in other countries who are about to design undergraduate research projects.
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Affiliation(s)
- C Franzén
- Faculty of Odontology and Centre for Profession Studies, Malmo University, Malmo, Sweden.
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Okoro T, Ramavath A, Howarth J, Jenkinson J, Maddison P, Andrew JG, Lemmey A. What does standard rehabilitation practice after total hip replacement in the UK entail? Results of a mixed methods study. BMC Musculoskelet Disord 2013; 14:91. [PMID: 23496875 PMCID: PMC3606380 DOI: 10.1186/1471-2474-14-91] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2012] [Accepted: 03/06/2013] [Indexed: 01/08/2023] Open
Abstract
Background There is evidence of prolonged poor function in patients following total hip replacement (THR). Studies of progressive resistance training (PRT) interventions to improve function are often compared to ‘standard’ practice which is not well defined. This study aimed to investigate ‘standard’ rehabilitation care in the UK after total hip replacement (THR) as well as determine whether PRT was part of ‘standard’ care. Methods After ethical approval, questionnaire item development about rehabilitation practice was guided by a focus group interview (after informed consent) with physiotherapists (n = 4; >5 years post-qualification) who regularly treated THR patients. An online questionnaire investigating the exercises prescribed and rehabilitation practice following THR was developed and sent to physiotherapists working in hospitals in the UK. The survey was performed from January to May 2011. The survey results were analysed (frequency (%) of responses) focusing on the exercises the physiotherapists considered important, as well as their use of PRT in prescribed regimes. Results 106 responses were obtained from physiotherapists in the UK. The survey respondents considered that the most important muscles to target in all phases of rehabilitation were the hip abductors (62.2%), followed by the quadriceps (16.9%), and other muscles (21%). Exercise type prescribed revealed no consensus, with weight bearing (42%), functional (45%) and Bed-based/Bridging/Postural exercises (13%) favoured. 83.7% were able to define the basis of progressive resistance training (PRT), but only 33% prescribed it. Conclusions Standard physiotherapy rehabilitation in the UK after THR is variable, and appears to rarely include PRT. This may be a factor in prolonged poor function in some patients after this common operation.
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Affiliation(s)
- Tosan Okoro
- School of Medical Sciences, Bangor University, Bangor, UK.
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