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Taylor MR, Carr SE, Baynes L, Kujan O. Student and clinical supervisor perceptions of community-based dental educational experiences: A scoping review. J Dent Educ 2024; 88:798-814. [PMID: 38349027 DOI: 10.1002/jdd.13491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 12/27/2023] [Accepted: 02/03/2024] [Indexed: 06/16/2024]
Abstract
PURPOSE This scoping review was conducted to map the breadth of experiences in community-based dental education (CBDE), as reported by students and clinical supervisors. METHODS This scoping review was conducted following the structured framework proposed by Arksey and O'Malley and adhering to PRISMA-SCR guidelines for scoping reviews. Applying specified eligibility criteria, a systematic search of four electronic databases (PubMed, Scopus, Embase, and Web of Science) was followed by data extraction and data synthesis of full-text articles. Research was conducted between June 2022 and September 2022. RESULTS Sixteen articles were identified for the final full-text review. Utilizing a narrative thematic review, the following five domains emerged: preparation for autonomous practice, understanding of primary care dentistry, understanding of health disparities and patient needs, clinical confidence, clinical diversity, and skill development, and perspectives on quality of teaching and assessment. CONCLUSION Community/outreach dental education effectively supplements traditional dental school-based education from the perspectives of students and community-based clinical supervisors.
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Affiliation(s)
- Millicent R Taylor
- Division of Health Professions Education, School of Allied Health, The University of Western Australia, Perth, Western Australia, Australia
| | - Sandra E Carr
- Division of Health Professions Education, School of Allied Health, The University of Western Australia, Perth, Western Australia, Australia
| | - Lida Baynes
- Division of Health Professions Education, School of Allied Health, The University of Western Australia, Perth, Western Australia, Australia
| | - Omar Kujan
- UWA Dental School, The University of Western Australia, Nedlands, Western Australia, Australia
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Strang AM, Gartshore LM. Dental students' clinical and academic experience during placement in a UK tertiary care children's hospital. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:100-105. [PMID: 37205780 DOI: 10.1111/eje.12920] [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: 01/17/2022] [Revised: 10/14/2022] [Accepted: 04/24/2023] [Indexed: 05/21/2023]
Abstract
INTRODUCTION There are well-recognized difficulties across UK dental schools in recruiting paediatric patients who are willing to attend, have manageable dental disease, and do not require the behaviour management skills of an experienced dentist. This presents a concern for the skill development of the future workforce. At the School of Dentistry in Liverpool, the challenge to enable students to develop these core skills is supported by attendance at a tertiary care children's hospital. The present study investigates whether attendance of final-year dental students at a children's hospital affects perceptions of their surgical experience, self-reported preparation for working independently as a dentist, and understanding of specialist care. MATERIALS AND METHODS A self-administered online survey was distributed to final-year dental students (2020-2021). Quantitative and qualitative data were gathered using mixed item formats for descriptive analysis. Questions addressed themes including experience of primary tooth exodontia, understanding of general anaesthetic dental care and multidisciplinary patient management. RESULTS The response rate was 90% (n = 66). Attendance was beneficial to student learning and experience; responders reported increased surgical experience, self-confidence and understanding of multidisciplinary care. Students developed insight into future career pathways. CONCLUSION The present study supports the use of external clinic rotations, known as outreach placements, for dental student training. The findings support existing literature demonstrating the value of outreach placements in providing an experience not available in dental school environments. Dental students' perceptions of their surgical experience, knowledge of specialist care, and preparedness for independent practice may be enhanced by attendance to outreach placements.
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Affiliation(s)
| | - Laura M Gartshore
- School of Dentistry, Faculty of Health & Life Sciences, University of Liverpool, Liverpool, UK
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Wolf A, Pricop-Jeckstad M, Botzenhart U, Gredes T. Assessment of Dental Student Satisfaction after Internships in Collaborative Dental Practices in Saxony-A Retrospective Questionnaire Analysis. Dent J (Basel) 2024; 12:14. [PMID: 38248222 PMCID: PMC10814309 DOI: 10.3390/dj12010014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Revised: 12/15/2023] [Accepted: 12/26/2023] [Indexed: 01/23/2024] Open
Abstract
The goal for dental students of a university-based program should be to learn about practice procedures in a dental office as part of their studies in order to gain insight into day-to-day activities, such as organizational management, patient communication, and problem-solving strategies. All dental students from the Faculty of Medicine at the University of Dresden in Germany, who completed a one-week internship in an external dental office in the last year before taking the final exam, were invited to participate in the survey (total n = 182 in years 2017-2019 and 2022). After completing the internship, the students were asked to anonymously rate the distinctive competencies they had acquired during their dental studies in terms of clinical and social communication skills. The results of the survey showed a good practicability of the acquired dental knowledge and a general satisfaction of students during their internships. No significant influence of the COVID-19 outbreak and the resulting special regulations in dental practices during the pandemic on student satisfaction was found. Students were more satisfied with their completed internships in smaller cities. Therefore, a stronger inclusion of practices outside the big cities should be considered in the current implementation of the new Dental Licensure Act in Germany.
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Affiliation(s)
- Annette Wolf
- Department of Prosthetic Dentistry, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
| | - Mihaela Pricop-Jeckstad
- Department of Applied Mathematics, University Politehnica of Bucharest, 060042 Bucharest, Romania;
| | - Ute Botzenhart
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
| | - Tomasz Gredes
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
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Dyer TA, Chapple B. 'The dental nurse played a vital role in helping to manage the patient': a thematic analysis of undergraduate dental students' reflective journals from outreach placements. Br Dent J 2023; 234:527-533. [PMID: 37059783 DOI: 10.1038/s41415-023-5688-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 01/12/2023] [Accepted: 01/19/2023] [Indexed: 04/16/2023]
Abstract
Introduction Community-based dental education, or 'outreach', forms a key part of dental courses in some high-income countries. Its educational benefits are well-established and once graduated, participants feel better prepared for their early career. Yet, it is less clear what students actually learn while on placements.Materials and method Qualitative document and thematic analysis of a convenience sample of anonymised dental student reflective journals (n = 51).Results The reflective journals described varied and broadly positive learning experiences. Analysis identified a number of themes of learning. Most related to the process and outcomes of care, but two key themes - dental anxiety and teamworking - were interrelated with both. Within teamworking, dental nurses appeared important in students' learning. Three process interrelated themes of learning were identified in the data. These were: tailoring your approach; communication and time; and evidence-based dentistry and minimising risk. Two broad interrelated themes relating to outcomes for patients and students were also identified: trust and confidence; and professionalism and personal development.Conclusion This research identified important and potentially transformative learning from outreach placements. This included how dental anxiety impacts patients and the dental team, the importance of teamworking, and the role of dental nurses in students' experiential learning.
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Affiliation(s)
- Thomas A Dyer
- Senior Clinical Teacher, School of Clinical Dentistry, University of Sheffield, 19 Claremont Crescent, Sheffield, S10 2TA, UK.
| | - Briana Chapple
- Academic Development Adviser, Academic Development Team, The Elevate Hub, University of Sheffield, 210 Portobello, Sheffield, S1 4AE, UK
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Gizaw Z, Astale T, Kassie GM. What improves access to primary healthcare services in rural communities? A systematic review. BMC PRIMARY CARE 2022; 23:313. [PMID: 36474184 PMCID: PMC9724256 DOI: 10.1186/s12875-022-01919-0] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 11/18/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND To compile key strategies from the international experiences to improve access to primary healthcare (PHC) services in rural communities. Different innovative approaches have been practiced in different parts of the world to improve access to essential healthcare services in rural communities. Systematically collecting and combining best experiences all over the world is important to suggest effective strategies to improve access to healthcare in developing countries. Accordingly, this systematic review of literature was undertaken to identify key approaches from international experiences to enhance access to PHC services in rural communities. METHODS All published and unpublished qualitative and/or mixed method studies conducted to improvement access to PHC services were searched from MEDLINE, Scopus, Web of Science, WHO Global Health Library, and Google Scholar. Articles published other than English language, citations with no abstracts and/or full texts, and duplicate studies were excluded. We included all articles available in different electronic databases regardless of their publication years. We assessed the methodological quality of the included studies using mixed methods appraisal tool (MMAT) version 2018 to minimize the risk of bias. Data were extracted using JBI mixed methods data extraction form. Data were qualitatively analyzed using emergent thematic analysis approach to identify key concepts and coded them into related non-mutually exclusive themes. RESULTS Our analysis of 110 full-text articles resulted in ten key strategies to improve access to PHC services. Community health programs or community-directed interventions, school-based healthcare services, student-led healthcare services, outreach services or mobile clinics, family health program, empanelment, community health funding schemes, telemedicine, working with traditional healers, working with non-profit private sectors and non-governmental organizations including faith-based organizations are the key strategies identified from international experiences. CONCLUSION This review identified key strategies from international experiences to improve access to PHC services in rural communities. These strategies can play roles in achieving universal health coverage and reducing disparities in health outcomes among rural communities and enabling them to get healthcare when and where they want.
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Affiliation(s)
- Zemichael Gizaw
- grid.59547.3a0000 0000 8539 4635Department of Environmental and Occupational Health and Safety, Institute of Public Health, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Tigist Astale
- grid.452387.f0000 0001 0508 7211International Institute for Primary Health Care- Ethiopia, Ethiopian Public Health Institute, Addis Ababa, Ethiopia
| | - Getnet Mitike Kassie
- grid.452387.f0000 0001 0508 7211International Institute for Primary Health Care- Ethiopia, Ethiopian Public Health Institute, Addis Ababa, Ethiopia
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Nsubuga M, Opoka RO, Galukande M, Munabi IG, Mubuuke AG, Kiguli S. Perceptions of orthopaedic medicine students and their supervisors about practice-based learning: an exploratory qualitative study. BMC MEDICAL EDUCATION 2022; 22:705. [PMID: 36199134 PMCID: PMC9533535 DOI: 10.1186/s12909-022-03771-3] [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: 09/03/2021] [Revised: 09/06/2022] [Accepted: 09/16/2022] [Indexed: 06/11/2023]
Abstract
BACKGROUND Practice-based learning is crucial in forming appropriate strategies for improving learning among the medical students that support the country's understaffed health sector. Unsatisfactory learning consequently results in poor performance of students and poor quality of health care workforce in the long run. Exploring the perceptions about the current practice-based learning system and how to improve is thus vital. This study set out to explore the perceptions of Orthopaedic medicine students and their supervisors about practice-based learning at a tertiary training hospital. METHODS This was an exploratory phenomenological qualitative study that involved in-depth interviews among 10 Orthopedic students during their rotation in the emergency ward of Mulago hospital and 6 of their supervisors. Interviews were audio-recorded, transcribed, and then imported into Atlas ti 8.3 for analysis. The data were coded and grouped into themes relating to perceptions of practice-based learning, general inductive analysis was used. The general inductive approach involved condensing the raw textual data into a brief and summary format. The summarized format was then analyzed to establish clear links between the perceptions of practice-based learning and the summary findings derived from the raw data. RESULTS The mean age of the students was 23 ± 1.5 years. Four out of the six supervisors were Orthopaedic officers while the remaining two were principal Orthopaedic officers, four out of the six had a university degree while the other two were diploma holders. The main themes arising were hands-on skills, an unconducive learning environment, the best form of learning, and having an undefined training structure. Particularly, the perceptions included the presence of too many students on the wards during the rotation, frequent stock-outs of supplies for learning, and supervisors being overwhelmed caring for a large number of patients. CONCLUSION Barriers to satisfactory practice-based learning were overcrowding on the wards and insufficient training materials. To improve practice-based learning, adequate learning materials are required and the number of students enrolled needs to be appropriate for the student - supervisor ratio.
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Affiliation(s)
| | - Robert O Opoka
- School of Medicine, College of Health Sciences, Makerere University, Makerere, Uganda
| | - Moses Galukande
- School of Medicine, College of Health Sciences, Makerere University, Makerere, Uganda
| | - Ian G Munabi
- School of Biomedical Sciences, College of Health Sciences, Makerere University, Makerere, Uganda
| | - Aloysius G Mubuuke
- School of Medicine, College of Health Sciences, Makerere University, Makerere, Uganda
| | - Sarah Kiguli
- School of Medicine, College of Health Sciences, Makerere University, Makerere, Uganda
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Abstract
The importance of quality-assured teaching development is recognised within the new 'Graduating European Dentist' curriculum. In addition, educators within higher education are now increasingly required to demonstrate good standing in terms of education and educating their profession. Standards and expectations exist within the discipline of medicine, but there is little in the way of a general professional standards document for dental education that accounts for the multitude of training and teaching development pathways available to the wider dental team. As such, this paper aims to examine models from established professional development frameworks that may be applied to standards for dental education, highlight important considerations for the development of standards for professional dental educational team development, and provide guidance for individuals wishing to plan, record, map and reflect on their professional educational development.
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Affiliation(s)
- James Field
- School of Clinical Dentistry, University of Sheffield, Sheffield, S10 2TA, UK.
| | - Rosa Spencer
- Learning and Teaching Development, Newcastle University, Newcastle-upon-Tyne, NE1 7RU, UK
| | - Ilona Johnson
- Dental Public Health, School of Dentistry, Cardiff University, Cardiff, CF14 4XY, UK
| | - Richard Cure
- Postgraduate Dental Education Unit, Warwick Medical School, University of Warwick, Coventry, CV4 7AL, UK
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Abuzar M, Crombie F, Bishara K, Bryan A, Chan K, Chang B, Chang D, Cheng WI(E, Chu R. Pre-Outplacement Perceptions of Dental Students Regarding Rural Oral Health Practice and Associated Factors. Dent J (Basel) 2020; 8:dj8010022. [PMID: 32102259 PMCID: PMC7148476 DOI: 10.3390/dj8010022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Revised: 02/09/2020] [Accepted: 02/19/2020] [Indexed: 11/26/2022] Open
Abstract
Rural outplacement programs have been offered by Australian universities to encourage dental students to consider rural careers. The dental curricula should be designed to provide graduates with a good understanding of oral health issues that rural oral health care workers face. Pre-outplacement perceptions of dental students on rural practice are considered imperative to review and update the outplacement programs; however, they have not been investigated in detail. An online, anonymous, voluntary survey was conducted among the first-year dental students. The responses were solicited on the level of awareness and understanding of rural oral health, intention to practice in rural locations and factors informing the appeal of rural dental practice. The mean of a seven-point Likert scale revealed that most students had some level of perceived knowledge and awareness of rural communities and oral health. Students with rural affiliation were more likely to have the intent to practise rurally after graduation (p = 0.001). For short-term rural practice, students overall expressed positive intention. Greater job opportunities were the main motivating factor, while the distance from family and friends was the main deterring factor for practising rurally. Rural affiliation influences the intent to practise rurally on graduation. The pre-outplacement perceptions, in this study, are comparable with post-outplacement observations reported in the literature.
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Affiliation(s)
- Menaka Abuzar
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
- School of Dentistry and Oral Health, Griffith University, Gold Coast 4215, Australia
- Correspondence:
| | - Felicity Crombie
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Karin Bishara
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Annesley Bryan
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Kenneth Chan
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Brendan Chang
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Denise Chang
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Wei-I (Elizabeth) Cheng
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
| | - Ryan Chu
- Melbourne Dental School, University of Melbourne, Melbourne 3010, Australia; (F.C.); (K.B.); (A.B.); (K.C.); (B.C.); (D.C.); (R.C.)
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Goswami S, Karaharju-Suvanto T, Kaila M, Tseveenjav B. Community Health Centre-Based Outreach Clinic for undergraduate dental education: Experience in Helsinki over 8 years. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e312-e320. [PMID: 28963743 DOI: 10.1111/eje.12295] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/10/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION The University Dental Clinic of the City of Helsinki (UDC) developed a Community Health Centre-Based Outreach Clinic, with emphasis on paediatric dentistry. This study aimed to summarise the experiences and explore the student perspectives of the health centre-based outreach teaching clinic. METHODS The study data were from the years 2010 to 2016. The dental procedures carried out by the third- to fifth-year dental students were based on electronic health record of patients. The students' self-perceived benefits and free-text comments on the outreach training were collected as part of a yearly questionnaire survey. RESULTS A vast majority of the paediatric dental procedures that are required for competencies of dental students were performed in the outreach clinic. The most common procedures were fillings with local anaesthesia followed by preventive procedures. The majority of the students were very motivated to participate in the outreach training and reported that it was a useful educational approach to broaden their understanding of oral diseases and clinical experience. CONCLUSION The outreach clinic gives dental students a chance to gain valuable clinical experience through the number and diversity of the dental procedures they carry out. They gain confidence and get an opportunity to get acquainted with the primary healthcare system and social determinants of oral diseases. Outreach appears to provide complementary clinical experiences that fulfil learning outcomes. Learning objectives should be taken into account when planning the outreach programme in order to offer meaningful and motivating education.
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Affiliation(s)
- S Goswami
- Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - T Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - M Kaila
- Public Health Medicine, University of Helsinki, Helsinki, Finland
- Helsinki University Hospital, Helsinki, Finland
| | - B Tseveenjav
- Department of Social Services and Health Care, Oral Health Care, Helsinki, Finland
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Heitkamp SJ, Rüttermann S, Gerhardt-Szép S. Work shadowing in dental teaching practices: evaluation results of a collaborative study between university and general dental practices. BMC MEDICAL EDUCATION 2018; 18:99. [PMID: 29739407 PMCID: PMC5941810 DOI: 10.1186/s12909-018-1220-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 04/30/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. METHODS 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = 'very good', to 6 = 'failed'), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). RESULTS The analysis showed a significant overall improvement in the students' self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists' external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist's discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. CONCLUSION Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work shadowing. The students felt their knowledge had increased, viewed the dentists as motivating role models and acknowledged a significant improvement in their specialised, communication and social competencies. Work shadowing in dental teaching practices presents a sensible addition to academic teaching at a university.
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Affiliation(s)
- Stefan J. Heitkamp
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
| | - Stefan Rüttermann
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
| | - Susanne Gerhardt-Szép
- Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596 Frankfurt am Main, Germany
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11
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Leisnert L, Redmo Emanuelsson I, Papia E, Ericson D. Evaluation of an outreach education model over five years: Perception of dental students and their outreach clinical mentors. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:113-120. [PMID: 26952268 DOI: 10.1111/eje.12189] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/25/2016] [Indexed: 06/05/2023]
Abstract
INTRODUCTION The objective was to investigate changes in students' and clinical mentors' perceptions of a model for outreach education over a 5-year period, 2006-2010. MATERIAL AND METHOD Two cohorts of last-year students of a dental problem-based curriculum and their clinical mentors in the Public Dental Service (PDS) were invited to respond to a questionnaire. In 2006, 85% of 54 students and 72% of their 54 mentors responded; 98% of 40 students and 88% of 41 of the mentors did so in 2010. Participants scored their level of agreement with different statements on a numeric rating scale and gave comments. RESULTS Dental students and their clinical mentors reported that they shared a consistent and favourable perception of this outreach education model over 5 years. The students reported increased professional confidence and self-reliance. Clinical mentors expressed a transfer of knowledge to their clinics. Differences in scoring were seen between students and mentors for two statements in 2006 and two statements in 2010 (P < 0.05). CONCLUSIONS The current model for outreach education received favourable and stable ratings over the 5-year period. This model resulted in that students perceived that they became self-reliant, which may facilitate their transition from being a student to becoming a professional. The current model supports exchange and professional development for students, faculty and outreach clinics. This leads us to look at outreach education as an opportunity to form a mutual learning community comprised of the outreach clinics and the dental school.
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Affiliation(s)
- L Leisnert
- Faculty of Odontology, Malmö University, Malmö, Sweden
| | | | - E Papia
- Faculty of Odontology, Malmö University, Malmö, Sweden
| | - D Ericson
- Faculty of Odontology, Malmö University, Malmö, Sweden
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Atuyambe LM, Baingana RK, Kibira SPS, Katahoire A, Okello E, Mafigiri DK, Ayebare F, Oboke H, Acio C, Muggaga K, Mbalinda S, Nabaggala R, Ruzaaza G, Arubaku W, Mary S, Akera P, Tumwine JK, Peters DH, Sewankambo NK. Undergraduate students' contributions to health service delivery through community-based education: A qualitative study by the MESAU Consortium in Uganda. BMC MEDICAL EDUCATION 2016; 16:123. [PMID: 27114073 PMCID: PMC4843200 DOI: 10.1186/s12909-016-0626-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2015] [Accepted: 04/05/2016] [Indexed: 05/22/2023]
Abstract
BACKGROUND It has been realised that there is need to have medical training closer to communities where the majority of the population lives in order to orient the trainees' attitudes towards future practice in such communities. Although community based education (CBE) has increasingly been integrated into health professions curricula since the 1990s, the contribution students make to service delivery during CBE remains largely undocumented. In this study, we examined undergraduate health professions students' contribution to primary health care during their CBE placements. METHODS This was a qualitative study involving the Medical Education for Equitable Services to All Ugandans consortium (MESAU). Overall, we conducted 36 Focus Group Discussions (FGDs): one each with youth, men and women at each of 12 CBE sites. Additionally, we interviewed 64 community key-informants. All data were audio-recorded, transcribed and analysed using qualitative data analysis software Atlas.ti Ver7. RESULTS Two themes emerged: students' contribution at health facility level and students' contribution at community level. Under theme one, we established that students were not only learning; they also contributed to delivery of health services at the facilities. Their contribution was highly appreciated especially by community members. Students were described as caring and compassionate, available on time and anytime, and as participating in patient care. They were willing to share their knowledge and skills, and stimulated discussion on work ethics. Under the second theme, students were reported to have participated in water, sanitation, and hygiene education in the community. Students contributed to maintenance of safe water sources, educated communities on drinking safe water and on good sanitation practices (hand washing and proper waste disposal). Hygiene promotion was done at household level (food hygiene, hand washing, cleanliness) and to the public. Public health education was extended to institutions. School pupils were sensitised on various health-related issues including sexuality and sexual health. CONCLUSION Health professions students at the MESAU institutions contribute meaningfully to primary health care delivery. We recommend CBE to all health training programs in sub-Saharan Africa.
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Affiliation(s)
- Lynn M. Atuyambe
- />Department of Community Health and Behavioural Sciences, Makerere University School of Public Health, College of Health Sciences, New Mulago Hospital Complex-School of Public Health Building Suite nr 307, P.O. Box 7072, Kampala, Uganda
| | - Rhona K. Baingana
- />School of Biomedical Sciences, Makerere University College of Health Sciences, Kampala, Uganda
| | - Simon P. S. Kibira
- />Department of Community Health and Behavioural Sciences, Makerere University School of Public Health, College of Health Sciences, New Mulago Hospital Complex-School of Public Health Building Suite nr 307, P.O. Box 7072, Kampala, Uganda
| | - Anne Katahoire
- />School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Elialilia Okello
- />School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - David K. Mafigiri
- />School of Social Sciences, Makerere University College of Humanities and Social Sciences, Kampala, Uganda
| | - Florence Ayebare
- />Office of the Principal, Makerere University College of Health Sciences, Kampala, Uganda
| | - Henry Oboke
- />Faculty of Medicine, Gulu University, Kampala, Uganda
| | - Christine Acio
- />Faculty of Medicine, Mbarara University of Science and Technology, Mbarara, Uganda
- />School of Health Sciences, Kampala International University Western Campus, Bushenyi, Uganda
| | - Kintu Muggaga
- />Faculty of Medicine, Mbarara University of Science and Technology, Mbarara, Uganda
- />School of Health Sciences, Kampala International University Western Campus, Bushenyi, Uganda
| | - Scovia Mbalinda
- />School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Ruth Nabaggala
- />Office of the Principal, Makerere University College of Health Sciences, Kampala, Uganda
| | - Gad Ruzaaza
- />Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Wilfred Arubaku
- />Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Samantha Mary
- />Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Peter Akera
- />Faculty of Medicine, Gulu University, Kampala, Uganda
| | - James K. Tumwine
- />School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - David H. Peters
- />Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Nelson K. Sewankambo
- />Office of the Principal, Makerere University College of Health Sciences, Kampala, Uganda
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Joury E. Community-based learning in a challenging context: the development and evaluation of an outreach dental public health programme in Damascus University, Syria. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:39-44. [PMID: 25645370 DOI: 10.1111/eje.12140] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/07/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION This study aimed to describe the development and evaluation of an outreach dental public health (DPH) programme in Damascus University, in terms of developing undergraduates' required knowledge, skills and attitudes (KSA), improving the quality aspects of training and assessment (T&A), and achieving the satisfaction of served children and their social network. METHODS The outreach DPH programme offered opportunities to undergraduates to carry out outreach health-promotion activities, conduct and communicate the results of applied DPH research, and build partnership with students in other higher education sectors. A cross-sectional evaluation collected mixed qualitative and quantitative data, by a means of a short-essay and a self-completed questionnaire, from 400 third-year dental undergraduates, on KSA gained from outreach activities and quality aspects of T&A. The latter were compared with corresponding figures of other traditional dental programmes (TDP). Satisfaction with the outreach activities were collected from 215 children with special needs and 130 parents and school staff, by questionnaires. RESULTS The response rates were 74.8%, 100% and 100% for undergraduates, children and parents/school staff, respectively. The derived categories of students' gained KSA included the following: unique clinical skills, social responsibility, voluntarism, communication, team working, personal growth, reflection on career aspirations and self-satisfaction with the contribution to needy groups. Their satisfaction with quality aspects of T&A was significantly higher than TDP (P < 0.001). Children's and parents/school staff's satisfaction was high. CONCLUSION The outreach DPH programme in Damascus University is a successful example of developing undergraduates' required KSA, improving the quality aspects of T&A, and achieving the satisfaction of served community.
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Affiliation(s)
- E Joury
- Oral Medicine Department, Faculty of Dentistry, Damascus University, Damascus, Syria
- Centre for Oral Growth and Development, Queen Mary University of London, Barts and The London School of Medicine and Dentistry, London, UK
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